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

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Presentation on theme: " Increase Student Achievement  Accurately Assess the Effectiveness of Teachers  Improve the Effectiveness of Educators  Facilitate School-wide Collaborative."— Presentation transcript:

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2  Increase Student Achievement  Accurately Assess the Effectiveness of Teachers  Improve the Effectiveness of Educators  Facilitate School-wide Collaborative Cultures focused on Continuous Improvement 2

3 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. 3

4  Standards-based  Transparent  Focused  Growth Orientated  Flexible  Validated 4

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6  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. 6

7  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. 7

8  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. 8

9  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. 9

10  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. 10

11  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. 11

12  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. 12

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15 STANDARD ITeachers demonstrate leadership STANDARD IITeachers establish a respectful environment for a diverse population of students STANDARD IIITeachers know the content they teach 15

16 STANDARD IVTeachers facilitate learning for their students STANDARD VTeachers reflect on their practice 16

17 Conducting a Self-Assessment Professional Development Plan 1.Training 2.Orientation 1.Training 2.Orientation 8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post-Observation Conference 6. Post-Observation Conference 3. Teacher Self- Assessment 4. Pre- Observation Conference 5. Observations

18  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. 18

19 Pre-Observation Conference 1.Training 2.Orientation 1.Training 2.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

20 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. 20

21 Classroom Observations 1.Training 2.Orientation 1.Training 2.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

22  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. 22

23 Post-observation Conference 1.Training 2.Orientation 1.Training 2.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

24  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. 24

25 Summary evaluation conference Summary evaluation rating form Professional development plan 1.Training 2.Orientati on 1.Training 2.Orientati on 8. Professional Development Plans 7. Summary Evaluation Conference & Teacher Summary Rating Form 6. Post- Observatio n Conference 3. Teacher Self- Assessmen t 4. Pre- Observatio n Conference 5. Observati ons

26 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

27 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.

28  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

29  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

30  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. 30

31  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. 31

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34  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

35  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. AchieveNJ is a comprehensive educator evaluation and support system Introduction to AchieveNJ

36 The TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources. 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 All teachers and principals Less than 20 percent of teachers TEACHERS PracticeStudent Achievement

37  Long: 40 minutes, with post-conference  Short: 20 minutes, with post-conference Teacher Categories Total # of Observations Observers Non- Tenured Years 1–2 3 (2 long, 1 short) Multiple Observers Required Years 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 PracticeSGPSGOSummative

38 Staff MemberTraining 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 PracticeSGPSGOSummative

39 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 All teachers and principals Less than 20 percent of teachers Practice Student Achievement TEACHERS

40   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.       TEACHERS: SGP PracticeSGPSGOSummative

41 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. 4Gr NJ Ask Scale Score by Grade NJ ASK Scale Proficient Advanced Proficient  Albert  Maria PracticeSGPSGOSummative TEACHERS: SGP

42  Albert’s NJ Ask Scale Score by Grade NJ ASK Scale  Albert is a 5 th Grade student in Ms. Jones’ Math Class. He has scored “Partially Proficient” in 3 rd, 4 th, and 5 th 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. Partially Proficient Gr. 3 Gr. 4Gr Proficient Advanced Proficient TEACHERS: SGP PracticeSGPSGOSummative

43 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. 3 rd Gr th Gr rd Gr. ≈150 4 th Gr. ≈160                                                      These “Academic Peers” are represented by students from across the state in many different school districts. TEACHERS: SGP

44 29% 70%    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    5 th Gr th Gr. Scores ranged from Albert’s SGP score is 70, which conveys that his 5 th grade score is higher than 70% of his academic peer group. 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. Partially Proficient Gr. 3 Gr. 4Gr Proficient Advanced Proficient TEACHERS: SGP

45 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.  StudentSGP Score Hugh12 Eve16 Clarence22 Clayton24 Earnestine25 Helen31 Clinton35 Tim39 Jennifer44 Jaquelyn46 Lance51 Roxie53 Laura57 Julio61 Selena65 Ashlee66 Albert70 Mathew72 Maria85 Charles89 Milton97          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

46  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. Ms. Jones can only receive a median SGP score if the following is true: TEACHERS: SGP

47 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. StudentSGP Score Hugh12 Eve16 Clarence22 Clayton24 Earnestine25 Helen31 Clinton35 Tim39 Jennifer44 Jaquelyn46 Lance51 Roxie53 Laura57 Julio61 Selena65 Ashlee66 Albert70 Mathew72 Maria85 Charles89 Milton97 Mel56 Laura57 Regina58 Marissa60 Julio61 Faye63 Selena65 Ashlee66 Jackie67 Courtney68 Albert70 Matthew72 Laura77 Jack78 Jared80 Rick84 Maria85 Charles89 Michelle92 Molly95 Milton97 StudentSGP Score Hugh12 Eve16 John16 Charles20 Annie20 Clarence22 Clayton24 Earnestine25 Jake27 Helen31 Rachel33 Clinton35 Tim39 George41 Amber42 Jennifer44 Jaquelyn46 Bobby50 Lance51 Roxie53 Mike55 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

48 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 All teachers and principals Less than 20 percent of teachers Practice Student Achievement All teachers will set academic goals for their students at the beginning of each school year – called Student Growth Objectives (SGOs). TEACHERS

49 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

50 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. TEACHERS: SG0 PracticeSGPSGOSummative

51 September By Nov. 15* By Feb. 15 By end of school year TEACHERS Teachers, 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 PracticeSGPSGOSummative

52 TEACHERS: SG0 Traditional Assessments Portfolio AssessmentsPerformance 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.

53 45% Student Achievement 55% Teacher Practice Student Growth Percentile Student 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 to incorporate other measures where possible and percentages may change as system evolves.

54 TEACHERS 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. PracticeSGPSGOSummative

55 Component Raw ScoreWeight Weighted Score Teacher Practice3.0x 55%1.65 Student Growth Percentile 2.2x 30%.66 Student Growth Objective 3.0x 15%.45 Sum of the Weighted Scores2.76 TEACHERS This is a sample scale. The NJDOE will determine the actual scale prior to September PracticeSGPSGOSummative

56    teacher-evaluation-system/ teacher-evaluation-system/


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