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NJDOE TALENT DIVISION OVERVIEW prepared for:

New Jersey Association of School Administrators

April 30, 2012

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Proposed Agenda

• Overview of NJDOE Talent Division (35 min)• Discussion and Questions (25 min)• Demo of BloomBoard.com: educator

evaluation and professional development platform (30 min; begin at 10:30am)*

• Follow-up and Next Steps (20 min)

*www.join.me/bloomboard

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Focus of the Talent Offices: Effective Teachers and School Leaders

Recruitment and Preparation

Licensure and Certification

EvaluationProfessional Development

Retention and Separation

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Recruitment and Preparation

Upcoming Initiatives• Embark on a state-wide marketing and recruitment

campaign • Begin data analysis to understand

metrics around staffing, placement and performance as they relate to preparation pipelines

• Conduct current state analysis of preparation programs and program approval processes, followed by a blueprint for enhancements

• Develop and expand high-quality Teacher and Principal pipelines

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Licensure and Certification

Upcoming Initiatives• Determine correlation between current

Certification tests and educator effectiveness

• Ensure that the preparation programs, licensure requirements and teacher evaluation processes are all integrated

• Review the current 3-tiered licensure system and timelines for receiving/maintaining certification

Alignment to teacher/leader

preparation programs must occur; NJPSA

Recommendation for Principal Evaluation

Dec 2011

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Evaluation: Needs Assessment

Current evaluations are subjective and fail to impact teaching practice

NEW JERSEY

Troubling achievement gaps

50% of community college students never graduate

NATIONALLY

Abundance of research cites teacher effectiveness as the most important in-school factor for improving student achievement

The Widget Effect exposes failure of schools to distinguish among and recognize the effectiveness of their teachers

The Obama administration highlights evaluation reform as a key commitment tied to federal policy and funding opportunities

At least 32 states have recently changed their evaluation systems

Evaluation: Progress to Date and Upcoming Milestones

2010 – 2011: Governor’s Educator Effectiveness Task Force developed evaluation guidelines, emphasizing both teacher practice and student performance components

2011 – 2012: DOE implemented EE4NJ teacher evaluation pilot program with 11 pilot districts and 19 schools currently receiving School Improvement Grant (SIG) funding• Evaluation Pilot Advisory Committee (EPAC) convened to

provide recommendations for statewide implementation• External researcher (Rutgers University) engaged

2012 – 2013: Capacity building and preparation year for all Districts including opportunity to participate in a new grant-supported pilot programs for teacher and principal pilots

Teacher Evaluation Pilot: Cohort 1 and Cohort 2 Comparison

Cohort 1 (2011-12)Funding: $1.2M

Participants: 11 districts and 19 SIG schools

Observations:• No unannounced observations required• Set duration and number• No differentiation between minimum number for teachers of core and non-core subjects• No requirements related to inter-rater agreement, use of external observers, double-scoring

Cohort 2 (2012-13)Funding: $2.2M

Participants: Approximately 20 new districts and Cohort 1 districts that opt to continue

Observations: • Some unannounced observations required• More flexibility on duration and number • Minimum number differs for teachers of core and non-core subjects• New processes required to ensure inter-rater agreement and accuracy, including use of external observers and double-scoring of some sessions

• External researcher engaged• Stakeholder advisory committees required at state and district level• Communication plan and collaboration with NJDOE

Cohort 1 and Cohort 2• Aligned professional development plan• Comprehensive training for evaluators and teachers• Commitment to develop and test measures of student performance

Teacher Evaluation Pilot: Observation Requirements for Cohort 2

FORMAL OBSERVATIONS* Non-Tenured Teachers Tenured Teachers CORE

CONTENT AREA***

TEACHERS

NON-CORE CONTENT

AREA TEACHERS***

CORE CONTENT

AREA TEACHERS

Subject Teachers

NON-CORE CONTENT AREA

TEACHERS

Minimum number of formal observations with post-conference input and feedback (Post conference must occur within 10 days of formal observation)**

5 3 4 2

Minimum number of formal observations requiring a pre-conference

1 1 1 1

Minimum number of unannounced formal observations

2 1 2 1

Minimum number of formal observations conducted by an external evaluator

2 1 2 1

Minimum number of formal observations that must be a minimum of 30 minutes

2 1 2 1

Minimum number of double scored observations** 1 0 1 0 TOTAL MINIMUM NUMBER OF MINUTES FOR OBSERVATIONS

105 60 90 45

Teacher Evaluation Pilot: Components for Cohort 2

Min % Max %New Jersey State Assessments (currently NJASK) 35 45School-wide Performance Measure 5 10Other Performance Measures 0 10

Allowable Student Achievement Percentages

Min % Max %Classroom Observation 40 45Other Measures of Practice 5 10

Allowable Teacher Practice Percentages

Min % Max %Student Assessments or Performance-based Measures 10 45School-wide Performance Measure 5 10

Other Performance Measures

Allowable Student Achievement Percentages 15 50Min % Max %

Classroom Observation 45 80Other Measures of Practice 5 10 Allowable Teacher Practice Percentages 50 85

Required Total: Teacher Practice and Student Achievement Percentages

Teacher Practice*

For these teachers, this is now included within Student

Assessment portion above.

2012/13 Pilot ExpansionEE4NJ Cohort 2

Student Achievement Subtotal must equal 50%

FRAMEWORK - Building Block Requirements

Teacher Practice Subtotal Must equal 50%

100 NOTE: All percentages are to be

expressed in whole numbers, with a minimum of 5 percentage

points.

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Professional Development

Upcoming Initiatives• Complete the third year of a PLC pilot project

which has supported 34 “lab” schools in implementing school-based, job embedded professional development.– Help implement such collaborative professional learning

as a vehicle to drive student improvement across the state

• Research/develop a technology platform that aligns professional development with evaluation

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Retention and Separation

Upcoming Initiatives• Develop processes to recognize success,

retain our most effective, and take best practices to scale

• Work with stakeholders to ensure that there is fair legislation and streamlined processes for the removal of ineffective educators____________________________________TIME FOR QUESTIONS AND DISCUSSION

•

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Evaluation and Professional Development Technology Platforms

Overview of Market• Efficient collection, aggregation and dissemination of data • Ability to track and “tie” professional development to the individual

needs of educators• Many providers in an emerging industry

Overview of BloomBoard*• Free observation & evaluation tools for districts; agnostic to teacher

practice observation instrument (e.g. Danielson)• Individualized learning plans & personalized support

recommendations for teachers• An open marketplace of workshops and resources for professional

development•

*At this time NJDOE does not endorse BloomBoard.com and have asked them to present to NJASA for informational purposes only