Presentation on theme: "North Bergen School District Evaluation In-service"— Presentation transcript:
1North Bergen School District Evaluation In-service
2Increase Student Achievement Accurately Assess the Effectiveness of TeachersImprove the Effectiveness of EducatorsFacilitate School-wide Collaborative Cultures focused on Continuous Improvement
3Specific Purposes of the McREL Teacher Evaluation System are to: Measure the performance of individual teachers.Guide teachers as they reflect upon their effectiveness.Serve as the basis for instructional improvementFocus the goals and objectives of school and district as they support, monitor, and evaluate their teacher.Guide school and district professional development.
4Principles of the McREL Evaluation System Standards-basedTransparentFocusedGrowth OrientatedFlexibleValidated
6Teacher Responsibilities Know and understand the ProfessionalTeaching Standards.Understand McREL’s Teacher Evaluation System.Prepare for and fully participate in eachcomponent of McREL’s Teacher Evaluation System.
7Teacher 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.
8Principal/Evaluator 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.
9Principal/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.
10Performance Rating Scale 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.
11Performance 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.
12Performance Rating Scale 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.
15McRel Professional Teacher Standards STANDARD ITeachers demonstrate leadershipSTANDARD IITeachers establish a respectful environment for a diverse population of studentsSTANDARD IIITeachers know the content they teach
16Professional Teacher Standards STANDARD IVTeachers facilitate learning for their studentsSTANDARD VTeachers reflect on their practice
17McREL Teacher Evaluation System TrainingOrientation8. Professional Development Plans7. Summary Evaluation Conference & Teacher Summary Rating Form6. Post-ObservationConference3. Teacher Self-Assessment4. Pre-Observation Conference5. ObservationsMcREL Teacher Evaluation SystemConducting a Self-AssessmentProfessional Development Plan
18On-line Self-assessment 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:Artifacts or evidence to support your ratings.Fulfillment of the leadership responsibilities relating to your attainment of your school accountability goals.On-line Introduction and practiceActivity: Self-assessmentPurpose: To allow the principal and the supervisor to reflect on past performance and the draft outline of upcoming goals to make a determination on how effectively principals fulfill the responsibilities found in the rubrics of the Evaluation System.Objective: To think and consider how they have emphasized leadership responsibilities in their past performance. How the emphasis of the responsibilities have affected their personal performance and in turn moved their school to accomplishing their school performance goals.Materials: Copies of the McREL Principal Evaluation Rubrics (either paper/pencil or on-line).Time: In session 20 minutes. Can be done as 1st night homework.Activity: Self-AssessmentUsing 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 leadership responsibilities.At the end of the each framework section consider;Artifacts or evidence to support your ratings.Fulfillment of the leadership responsibilities relating to your attainment of your school accountability goals.
19McREL Teacher Evaluation System TrainingOrientation8. Professional Development Plans7. Summary Evaluation Conference & Teacher Summary Rating Form6. Post-Observation Conference3. Teacher Self-Assessment4. Pre-Observation Conference5. ObservationsMcREL Teacher Evaluation SystemPre-Observation Conference
20Pre-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) andPrepare the principal/evaluator for the observation.
21McREL Teacher Evaluation System TrainingOrientation8. Professional Development Plans7. Summary Evaluation Conference & Teacher Summary Rating Form6. Post-Observation Conference3. Teacher Self-Assessment4. Pre-Observation Conference5. ObservationsMcREL Teacher Evaluation SystemClassroom Observations
22Observations McREL Recommendations (policy may drive these procedural expectations) 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.
23McREL Teacher Evaluation System TrainingOrientation8. Professional Development Plans7. Summary Evaluation Conference & Teacher Summary Rating Form6. Post-Observation Conference3. Teacher Self-Assessment4. Pre-Observation Conference5. ObservationsMcREL Teacher Evaluation SystemPost-observation Conference
24Post-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.
25McREL Teacher Evaluation System TrainingOrientation8. Professional Development Plans7. Summary Evaluation Conference & Teacher Summary Rating Form6. Post-Observation Conference3. Teacher Self-Assessment4. Pre-Observation Conference5. ObservationsMcREL Teacher Evaluation SystemSummary evaluation conferenceSummary evaluation rating formProfessional development plan
26Summary Evaluation Conference Teacher and evaluator discuss:Teacher’s self-assessmentEvaluator’s rating of the teacher on the Teacher Evaluation RubricsArtifacts and/or other documentation required by the evaluatorProfessional Development Plan for the next school year
27Scoring the Teacher Summary Rating Form 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; andProvide the teacher with an opportunity to make comments on the form.
28Scoring the Teacher Summary Rating Form continued.. Review the completed Teacher Summary Rating Form with the teacher; andSecure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher Summary Rating From
29Professional Development Plans Individual Professional Development PlansFor teachers who are rated at least proficient on all standardsDesigned to improve performance on specifically identified standards and elements
30Professional Development Plans Monitored Professional Development PlansFor teachers rated as Developing on one or more standards and is not recommended for dismissal, demotion, or renewalAt a minimum this plan identifies the standards and elements to be improved, goals to be accomplished, and activities the teacher should undertake to achieve ProficiencyIncludes a timeline allowing one school year to achieve Proficiency.
31Professional Development Plans Directed Professional Development PlansFor 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 ProficiencyIncludes a timeline allowing one school year or less to achieve Proficiency.
33McREL TEACHER EVALUATION RUBRIC with SAMPLE EVIDENCE
34McREL 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 rubricThe DEAC is comprised of Administrators and Pre-K to 12 teachersSample evidence is tailored to the NB School DistrictThe DEAC discussed the sample evidence in numerous meetings
35Introduction to AchieveNJ What is AchieveNJ?AchieveNJ is a comprehensive educator evaluation andsupport systemTeach: 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
36Evaluations Use Multiple Measures The TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources.PracticeStudent AchievementTeacher PracticeBased on classroom observationsStudent Growth Objective (SGO)Set by teacher and principalStudent Growth Percentile (SGP)Based on NJ ASK performanceSummative RatingOverall evaluation scoreLess than 20 percent of teachersAll teachers and principalsTeachers
37Teacher Observations Vary Long: 40 minutes, with post-conferenceShort: 20 minutes, with post-conferenceTeacher CategoriesTotal # of ObservationsObserversNon-TenuredYears 1–23 (2 long, 1 short)Multiple Observers RequiredYears 3–43 (1 long, 2 short)Tenured3 (0 long, 3 short)Multiple Observers RecommendedNotes: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.PracticeSGOSGPSummativeTeachers: Practice
38Observers Will Be Well-Trained Staff MemberTrainingAll teaching staff membersMust be trained on all components of the evaluation rubricAll observersMust be trained in the practice instrument before observing for the purpose of evaluationMust participate in two “co-observations” (double-scored observations)Must participate in yearly refresher trainingSuperintendents/Chief school administrators (CSAs)Must certify every year that observers have been trainedPracticeSGOSGPSummativeTeachers: Practice
39Student Growth Percentile SGP Overview PracticeStudent AchievementTeacher PracticeBased on classroom observationsStudent Growth Objective (SGO)Set by teacher and principalStudent Growth Percentile (SGP)Based on NJ ASK performanceSummative RatingOverall evaluation scoreLess than 20 percent of teachersAll teachers and principalsTeachers
40Calculating SGP 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.PracticeSGOSGPSummativeTeachers: SGP
41NJ Ask Scale Score by Grade Why Student Growth?250Advanced Proficient230220205NJ ASK ScaleMaria200Proficient165160Albert150100Partially ProficientGr. 3Gr. 4Gr. 5NJ Ask Scale Score by GradeProficiency 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.”PracticeSGOSGPSummativeTeachers: SGP
42Example: Calculating an SGP 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.Partially ProficientGr. 3Gr. 4Gr. 5100200250150160165ProficientAdvanced ProficientMs. Jones notices that he scored a 165 scale score this year, but doesn’t quite know what that means about Albert’s growth.NJ ASK ScaleAlbert’s NJ Ask Scale Score by GradePracticeSGOSGPSummativeTeachers: SGP
43Example: Identifying Academic Peers 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 ScoresAcademic Peers’ Prior Scores 3rd Gr.1504th Gr.1603rd Gr.≈1504th Gr.≈160These “Academic Peers” are represented by students from across the state in many different school districts.Teachers: SGP
44Example: Assigning an SGP Albert’s Current ScoreAcademic Peers’ Current Scores This comparison helps us put Albert’s growth into context, and assign him a Student Growth Percentile on a scale from 1 to 99.5th Gr.1655th Gr.Scores ranged from250Advanced Proficient200Proficient16029%1501%99%70th%70%100Partially ProficientAlbert’s SGP score is 70, which conveys that his 5th grade score is higher than 70% of his academic peer group.Gr. 3Gr. 4Gr. 5Albert’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.Teachers: SGP
45Teachers Receive Median SGP Score on Roster StudentSGP ScoreHugh12Eve16Clarence22Clayton24Earnestine25Helen31Clinton35Tim39Jennifer44Jaquelyn46Lance51Roxie53Laura57Julio61Selena65Ashlee66Albert70Mathew72Maria85Charles89Milton97Median SGP ScoreAlbert’s SGP score is then placed on Ms. Jones’ course roster so that we can see how she did with all of her students.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 51.45Teachers: SGP
46SGP Technical Rules She has at least 20 student scores on her roster; 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; andShe has worked for at least 60 percent of the time before the test.Teachers: SGP
47SGP Technical Rules In future years, Ms. Jones should know that: Median this Year = 51Median over 2 years = 56In future years, Ms. Jones should know that:StudentSGP ScoreHugh12Eve16Clarence22Clayton24Earnestine25Helen31Clinton35Tim39Jennifer44Jaquelyn46Lance51Roxie53Laura57Julio61Selena65Ashlee66Albert70Mathew72Maria85Charles89Milton97StudentSGP ScoreHugh12Eve16JohnCharles20AnnieClarence22Clayton24Earnestine25Jake27Helen31Rachel33Clinton35Tim39George41Amber42Jennifer44Jaquelyn46Bobby50Lance51Roxie53Mike55If 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.Mel56Laura57Regina58Marissa60Julio61Faye63Selena65Ashlee66Jackie67Courtney68Albert70Matthew7277Jack78Jared80Rick84Maria85Charles89Michelle92Molly95Milton97Her 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
48Understanding SGO Student Growth Objectives PracticeStudent AchievementTeacher PracticeBased on classroom observationsStudent Growth Objective (SGO)Set by teacher and principalStudent Growth Percentile (SGP)Based on NJ ASK performanceSummative RatingOverall evaluation scoreLess than 20 percent of teachersAll teachers and principalsAll teachers will set academic goals for their students at the beginning of each school year – called Student Growth Objectives (SGOs).Teachers
49All Teachers Set Student Growth Objectives Teachers with an SGP score1 - 2 SGOsTeachers without an SGP score2 SGOsSGOs: Annual, specific, and measureable academic goals for groups of students that are locally developed and assessedCreating an SGO:Collaborative process between teacher and immediate supervisorPrincipal has final decisionSGOs can be based on:Appropriate national, state or LEA-developed assessmentsRubric-measured portfolios or performance assessmentsTeachers: SG0
50Basic Steps for Creating an SGO In setting SGOs, teachers should take the following steps:Choose or develop a quality measurement tool (examples follow) that is aligned to applicable standards.Determine students’ starting points based in available data.With supervisor input and approval, set ambitious yet achievable student learning goals.Track progress and refine instruction accordingly.Review results and discuss score with supervisor.PracticeSGOSGPSummativeTeachers: SG0
51The SGO Process Teachers Recommended steps for setting a good SGOKEYOfficial SGO process in regulationsTeachers, supervisors meet to discuss and set SGO w/ principal’s approvalTeachers, supervisors meet to discuss SGOs and other measuresStep 1: Choose or develop a quality assessment aligned to state standardsStep 4: Track progress, refine instructionSeptember By Nov. 15* By Feb By end of school yearStep 2: Determine students’ starting pointsStep 3: Set ambitious and feasible student growth objectivesAdjustments to SGOs can be made with approvalStep 5: Review results and score*For 2013–14 only. In subsequent years,SGOs must be set by Oct. 15.PracticeSGOSGPSummativeTeachers: SG0
52SGOs: Some Possible Assessment Types Traditional AssessmentsPortfolio AssessmentsPerformance AssessmentNational/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. Teachers: SG0
53Component Weighting: Tested Grades Tested Grades and Subjects(Currently grades 4-8, LAL and math):55% teacher practice45% student achievementThe Department will look toincorporate other measureswhere possible and percentages may changeas system evolves.45%Student Achievement55%Teacher PracticeStudent Growth PercentileStudent Growth ObjectivesTeacher PracticeTeachers
54Component Weighting: Non-Tested Grades Teacher in Non-Tested Grades and Subjects: Student Achievement will be 15% in SY13-14, Teacher Practice will be 85%.50%Student Achievement15%Student Achievement85%Teacher Practice50%Teacher Practice*The Department will look to incorporate other measures where possible and percentages will change as system evolves.TeachersPracticeSGOSGPSummative
55Teachers’ Summative Ratings ComponentRaw ScoreWeightWeighted ScoreTeacher Practice3.0x 55%1.65Student Growth Percentile2.2x 30%.66Student Growth Objectivex 15%.45Sum of the Weighted Scores2.76This is a sample scale. The NJDOE will determine the actual scale prior to September 2013.PracticeSGOSGPSummativeTeachers
56More Information www.nj.gov/education/achievenj/ http://www.mcrel.org/ teacher-evaluation-system/