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

Specific 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 improvement Focus the goals and objectives of school and district as they support, monitor, and evaluate their teacher. Guide school and district professional development.

Principles of the McREL Evaluation System Standards-based Transparent Focused Growth Orientated Flexible Validated

Teacher Responsibilities 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.

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.

Principal/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.

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.

Performance 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.

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.

Performance 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.

Scoring the Rubric

McRel Professional Teacher Standards 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

Professional Teacher Standards STANDARD IV Teachers facilitate learning for their students STANDARD V Teachers reflect on their practice

McREL Teacher Evaluation System Training 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 McREL Teacher Evaluation System Conducting a Self-Assessment Professional Development Plan

On-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 practice Activity: Self-assessment Purpose: 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-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 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.

McREL Teacher Evaluation System Training 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 McREL Teacher Evaluation System Pre-Observation Conference

Pre-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) and Prepare the principal/evaluator for the observation.

McREL Teacher Evaluation System Training 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 McREL Teacher Evaluation System Classroom Observations

Observations 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.

McREL Teacher Evaluation System Training 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 McREL Teacher Evaluation System Post-observation Conference

Post-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.

McREL Teacher Evaluation System Training 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 McREL Teacher Evaluation System Summary evaluation conference Summary evaluation rating form Professional development plan

Summary Evaluation Conference 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

Scoring 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; and Provide the teacher with an opportunity to make comments on the form.

Scoring the Teacher Summary Rating Form continued.. 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

Professional Development Plans 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

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.

Professional Development Plans 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.

McREL TEACHER EVALUATION RUBRIC

McREL TEACHER EVALUATION RUBRIC with SAMPLE EVIDENCE

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

Introduction to AchieveNJ 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

Evaluations Use Multiple Measures The TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources. Practice Student Achievement Teacher Practice Based on classroom observations Student Growth Objective (SGO) Set by teacher and principal Student Growth Percentile (SGP) Based on NJ ASK performance Summative Rating Overall evaluation score Less than 20 percent of teachers All teachers and principals Teachers

Teacher Observations Vary 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. Practice SGO SGP Summative Teachers: Practice

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 Practice SGO SGP Summative Teachers: Practice

Student Growth Percentile SGP Overview Practice Student Achievement Teacher Practice Based on classroom observations Student Growth Objective (SGO) Set by teacher and principal Student Growth Percentile (SGP) Based on NJ ASK performance Summative Rating Overall evaluation score Less than 20 percent of teachers All teachers and principals Teachers

Calculating 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. Practice SGO SGP Summative Teachers: SGP

NJ Ask Scale Score by Grade Why Student Growth? 250 Advanced Proficient 230 220 205 NJ ASK Scale Maria 200 Proficient 165 160 Albert 150 100 Partially Proficient Gr. 3 Gr. 4 Gr. 5 NJ Ask Scale Score by Grade 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.” Practice SGO SGP Summative Teachers: SGP

Example: 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 Proficient Gr. 3 Gr. 4 Gr. 5 100 200 250 150 160 165 Proficient Advanced Proficient Ms. 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 Scale Albert’s NJ Ask Scale Score by Grade Practice SGO SGP Summative Teachers: SGP

Example: 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 Scores  Academic Peers’ Prior Scores           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

Example: Assigning an SGP Albert’s Current Score  Academic 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. 165 5th Gr. Scores ranged from 130 - 185 250 Advanced Proficient                      200 Proficient 160 29% 150 1% 99% 70th% 70% 100 Partially Proficient Albert’s SGP score is 70, which conveys that his 5th grade score is higher than 70% of his academic peer group. Gr. 3 Gr. 4 Gr. 5 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. Teachers: SGP

Teachers Receive Median SGP Score on Roster Student SGP Score Hugh 12 Eve 16 Clarence 22 Clayton 24 Earnestine 25 Helen 31 Clinton 35 Tim 39 Jennifer 44 Jaquelyn 46 Lance 51 Roxie 53 Laura 57 Julio 61 Selena 65 Ashlee 66 Albert 70 Mathew 72 Maria 85 Charles 89 Milton 97 Median SGP Score 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.                    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. 45 Teachers: SGP

SGP 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; and She has worked for at least 60 percent of the time before the test. Teachers: SGP

SGP Technical Rules In future years, Ms. Jones should know that: Median this Year = 51 Median over 2 years = 56 In future years, Ms. Jones should know that: Student SGP Score Hugh 12 Eve 16 Clarence 22 Clayton 24 Earnestine 25 Helen 31 Clinton 35 Tim 39 Jennifer 44 Jaquelyn 46 Lance 51 Roxie 53 Laura 57 Julio 61 Selena 65 Ashlee 66 Albert 70 Mathew 72 Maria 85 Charles 89 Milton 97 Student SGP Score Hugh 12 Eve 16 John Charles 20 Annie Clarence 22 Clayton 24 Earnestine 25 Jake 27 Helen 31 Rachel 33 Clinton 35 Tim 39 George 41 Amber 42 Jennifer 44 Jaquelyn 46 Bobby 50 Lance 51 Roxie 53 Mike 55 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. Mel 56 Laura 57 Regina 58 Marissa 60 Julio 61 Faye 63 Selena 65 Ashlee 66 Jackie 67 Courtney 68 Albert 70 Matthew 72 77 Jack 78 Jared 80 Rick 84 Maria 85 Charles 89 Michelle 92 Molly 95 Milton 97 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 Practice Student Achievement Teacher Practice Based on classroom observations Student Growth Objective (SGO) Set by teacher and principal Student Growth Percentile (SGP) Based on NJ ASK performance 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). Teachers

All Teachers Set Student Growth Objectives Teachers with an SGP score 1 - 2 SGOs Teachers without an SGP score 2 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 Teachers: SG0

Basic 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. Practice SGO SGP Summative Teachers: SG0

The SGO Process Teachers Recommended steps for setting a good SGO KEY Official SGO process in regulations Teachers, supervisors meet to discuss and set SGO w/ principal’s approval Teachers, supervisors meet to discuss SGOs and other measures Step 1: Choose or develop a quality assessment aligned to state standards Step 4: Track progress, refine instruction September By Nov. 15* By Feb. 15 By end of school year Step 2: Determine students’ starting points Step 3: Set ambitious and feasible student growth objectives Adjustments to SGOs can be made with approval Step 5: Review results and score *For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15. Practice SGO SGP Summative Teachers: SG0

SGOs: Some Possible Assessment Types 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.  Teachers: SG0

Component Weighting: Tested Grades 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. 45% Student Achievement 55% Teacher Practice Student Growth Percentile Student Growth Objectives Teacher Practice Teachers

Component 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 Achievement 15% Student Achievement 85% Teacher Practice 50% Teacher Practice *The Department will look to incorporate other measures where possible and percentages will change as system evolves. Teachers Practice SGO SGP Summative

Teachers’ Summative Ratings 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 x 15% .45 Sum of the Weighted Scores 2.76 This is a sample scale. The NJDOE will determine the actual scale prior to September 2013. Practice SGO SGP Summative Teachers

More Information www.nj.gov/education/achievenj/ http://www.mcrel.org/ http://www.eirc.org/website/mcrel/mcrel- teacher-evaluation-system/