1. Preparing For Your Annual Summative Evaluation
Created – March 2014 (MR)
Updated – Oct 2014 (MR), Feb 2015 (MR)

2. Goals Identify the components of a summative evaluation
Effectively prepare for your summative evaluation
Organize your artifacts
Know before you go
Predict observation score
Calculate SGO
Calculate summative score

3. Goals Identify strategies for coping with undesirable outcomes
Methods for ensuring a strong finish

4. Summative Evaluation 101
No more than 10 min on this section

5. What is Summative Evaluation?
Annual summative evaluation rating means an annual evaluation rating that is based on appraisals of educator practice and student performance, and includes all measures captured in a teaching staff member's evaluation rubric. The four summative performance categories are highly effective, effective, partially effective, and ineffective
N.J.A.C
6A:10-1.2

6. Teacher Evaluation: Overall formula
After describing this slide, direct participants to the Worksheet: Calculating Summative Score and describe that this can be used to compile all of the data need to predict one’s summative rating . This is a critical step in having an informed conversation with one’s supervisor to ensure the best possible summative score.
N.J.A.C.
6A:10-4.1

7. Summative Reviews
Use this slide to provide context for Worksheet: Calculating Summative Score
Components of evaluation weighted and combined to determine summative rating for the school year
NJDOE released ratings for on November 6, 2013
Commissioner has the power to change the summative rating scales each year
For the present, Student Growth Objectives will count for only 15% of a teacher’s overall summative evaluation. This can change each year. In the proposed regulations, the commissioner of education has the authority to change this formula each spring for the following school year. TEACHNJ, however, required that there be a maximum of 50% evaluation from student achievement data and a minimum of 50% based on teacher practice.
History:
On November 6th, the NJDOE released the Summative Rating Scales for Teachers will receive a 1-4 rating on each of the components of evaluation, SGP, SGO, and teacher practice. Depending on whether they are in tested or non tested subjects, each component score will be weighted and then added to come up with a final score of That total will determine a teacher’s annual summative score. This is all explained more fully in the Advisory to the field, which also includes some numerical scenarios for achieving an effective rating.
NOTE to Presenter: While some of this might be new information for many participants, try not to get bogged down and spend too much time on these slides. They are meant for introductory purposes only.
Practice
SGP
SGO
Summative

8. Calculating the Summative Evaluation Score

9. Preparing for the Summative Evaluation Conference
Practice
SGP
SGO
Summative

10. Goals for the Summative Evaluation Meeting
Achieve a Summative Rating of 2.65 or better
Maintain conversation focused upon personal achievement, accomplishments, and growth
Create a PDP that is relevant and meaningful to you as a learner
Practice
SGP
SGO
Summative

11. Know Where You Stand Prepare the following:
Predicted summative score from Calculating Summative Score worksheet
Review rubrics from your Teacher Practice Tool
Evidence of success / effective teaching *
Areas of improvement / lower ratings *
Evidence for unobserved indicators *
Handout: Getting Organized – review with group
Activity: Have groups review the Getting organized tool and provide examples for the 3 areas
Reviewing rubrics is essential for ensuring a positive outcome in your Summative evaluation, especially in areas deemed partially effective or ineffective. Mirroring the language of the rubric makes your arguments stronger and forces the administrator to justify all ratings with evidence.
Practice
SGP
SGO
Summative
* Getting Organized worksheet

12. Teaching Practice
Practice
SGP
SGO
Summative

13. Minimum # of Observations Required Corrective Action Plan
TEACHER EVALUATION: TEACHER PRACTICE PROTOCOLS –East Brunswick
Long: 40 minutes, with post-conference
Short: 20 minutes, with post-conference
Teacher Categories
Minimum # of Observations Required
Multiple Observers
Nontenured
A minimum of 3 observations – 1 each semester
2 must be long
Required with EB Waiver
Tenured
Effective
Highly Effective
Minimum of 2 observations – at least 1 each semester
Both are long
Corrective Action Plan
Minimum of 4 observations – at least one each semester
At least 2 long
Notes:
In all cases, at least one observation will be announced with a pre-conference.
Within the minimum requirements, all teachers must have at least one announced observation.
Announced observations require a pre-observation conference no more than 7 days prior to the observation – EB has a waiver, can occur anytime.
All observations require a post observation conference no more than 15 days after the observation took place
Tenured teachers may waive an in person conference in favor of an electronic one if they are in good standing. We recommend against this practice. All conferences in East Brunswick must be in person.
N.J.A.C.
6A:10-4.4
Practice
SGP
SGO
Summative

14. Establishing Criteria
Method needs to be determined by DEAC
Averaging vs. Growth vs. Proficiency
Weighting of domains
The Superintendent must communicate criteria to faculty by October 1st annually or 10 days after the change has occurred.
Changes to rubrics
Changes to evaluation procedures
If criteria is not established, notify UniServ
Predicting teacher practice can take a variety of forms, the most common of which we will explore in subsequent slides.
Under the "Educators Effectiveness" regulations, N.J.A.C Duties of district boards of education requires that (a) Each district board of education shall meet the following requirements for the evaluation of teaching staff members, unless otherwise specified:
Ensure the chief school administrator annually notify all teaching staff members of the adopted evaluation policies and procedures no later than October 1. If a staff member is hired after October 1, the district board of education shall notify the teaching staff member of the policies at the beginning of his or her employment. All teaching staff members shall be notified of amendments to the policy within 10 working days of adoption 
Evaluation criteria would be considered board policy since it is managerial prerogative and cannot be bargained.
The ramifications would be a procedural defect before the arbitrators if teachers were not informed of the criteria.
We should recommend that associations and members document 1) when and if teaching staff members are provided the criteria as part of the policies and procedures; 2) if changes are made to the rubrics when are teachers informed
Practice
SGP
SGO
Summative

15. Compiling Your Observations
The Averaging method
The Averaging method takes the individual observations and averages the scores of:
Overall Observation or,
Domains or,
All Indicators
This average then constitutes cumulative score for teacher practice
Be sure to note that districts may weight some domains above others. Take this into consideration when calculating scores.
Stress that according to NJAC 6A:10 Regs, only the summative assessment need be quantified. This makes predicting a summative score difficult but also creates an opportunity for individuals to argue for higher ratings during the summative evaluation conference, especially when observations are less than ideal.
Preparation is the key!!
Practice
SGP
SGO
Summative

16. Compiling Your Observations
The Growth method
All teachers are rated in a way that assumes growth
In this method, the final observation may serve as the cumulative score for teacher practice
A word of caution, this method lends itself to arbitrary evaluation practices
A note on arbitrary evaluation – In some districts, teachers are being told that they are receiving low scores in early observations because they need to show growth. This implies that the administrator is disregarding the rubrics of the practice implement, rendering the observation arbitrary.
Practice
SGP
SGO
Summative

17. Compiling Your Observations
The Proficiency method
This method finds how proficient the teacher is.
All observations are reviewed and the highest score for each indicator is taken and compiled for the cumulative teacher practice score.
This is the most teacher friendly method
Practice
SGP
SGO
Summative

18. Compiling Your Observations
The Preponderance of Evidence
Determine your strengths and weaknesses
Use the “Getting Organized sheet from the “Educators in the Lead” packet which is located in the “Personal Document” section of the binder
Domain 4 – Brag sheet given to all staff
(4 = leadership in some area)
Domain 1 – you show evidence
This is East Brunswick’s model. Show the “Getting Organized” sheet.
For Domain 4, members will be given a “Brag Sheet”. Include everything you can think of. Look at the binder for examples. To receive a “4’” you must show Leadership, while a “3” is a participant.
For Domain 1 we encourage our members to show evidence from their binders. Use the examples in the binder and prepare this in advance.
Practice
SGP
SGO
Summative

19. Compiling Your Observations
This is East Brunswick’s model. Show the “Getting Organized” sheet.

20. Compiling Your Observations
Domain 2 and 3 – from the observations
( looking for growth – you can provide examples and evidence) – Use Summary Growth Worksheet
Look at your responses (rebuttals) from prior observations.
State your argument again for specific scores
Show how you have taken observers suggestions in order to improve your instruction
For Domains 2 and 3, the evidence will come from observations. However, for the summary growth will also be examined. Use the Summary Growth sheet to prepare for these Domains.
Practice
SGP
SGO
Summative

21. Compiling Your Observations
Use this to determine areas of Growth. In your summary conference, speak ONLY to the areas in which you grew. Provide Evidence.

22. Determining SGP Practice SGP SGO Summative
Presenter Note: Do not get bogged down here. Avoid questions about calculating SGP. Move through this section quickly. The ability to calculate SGP is a means of quality control for the teacher but not a process in which they will need to do anything.

23. SGP TECHNICAL RULES
According to regulation, you can only receive a median SGP score if the following is true:
You have at least 20 student scores on your roster;
If you do not have 20 students in year 1, you may receive an SGP score if you accrue 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
You have worked for at least 60 percent of the time before the test.
It is CRITICAL that teachers receiving an SGP review the roster that is being submitted to the NJDOE for purposes of SGP to ensure that all students being included do indeed meet the criteria for inclusion
Note: mSGPs that were distributed by the NJDOE for the 2012/2013 school year DO NOT COUNT for evaluation
Stress the significance of verifying roster!!!!
Practice
SGP
SGO
Summative

24. WHAT DOES IT MEAN TO ME?
Student
%iles A 6 B 12 C 18 D 21 E 23 F 27 G 30 H 32 I 43 J 47 K 55 L 61 M 63 N 75 O 81 P 83 Q 85 R 88 S 90 T 94 U 95
Your students’ test scores are listed in order
The middle number represents the median score of the class (mSGP)
Your rating score would be 55
The mSGP effectiveness scale has not been determined yet
Median Score
Typical Growth
***Spend time here ONLY if there is utter confusion around SGPs***
You would then receive an effectiveness rating by taking the median SGP score on your roster of students. In this scenario, you would receive a rating of 55.
If you have an even number of scores lined up, split the difference between the two in the middle (for example 22 kids—add the 11th and 12th scores and divide by 2 to get the median).
The median represents the middle. 50% of the scores are above and 50% of the scores are below. Typical growth is between 35th %ile and 65%ile.
For an individual teacher, the median score of classroom test scores represents the median Student Growth Percentile (mSGP) for all of the teacher’s qualifying students in a school year.
The state mean is represented by the 50%ile. The class median of 55%ile in this example is slightly above the state mean and falls within typical growth.
For school or district, the SGP for all students are compiled to identify the median Student Growth Percentile (mSPG) for the school or district. The mSGP is a representation of “average” student growth in the school or district. Half of the students have growth percentiles higher than the median; half had lower.
50%ile
35%ile
65%ile
Practice
SGP
SGO
Summative

25. SGP Conversion Chart for 2013-14
Teacher’s score is the median of the growth scores of all students assigned to the teacher.
Activity: Review Determining SGP handout. Review the table and questionnaire. The table small table on the handout is simply to organize information
Those teachers with an SGP will receive a median SGP score from This is the median score of all the student scores to which they have been assigned. This chart shows the conversion from that score to a 1-4 rating to be used in creating the summative score.
Practice
SGP
SGO
Summative

26. Determining SGO Practice SGP SGO Summative
Handouts: Calculating SGO – Simple and Calculating SGO – Tiered
As these are the most complicated handouts, spend time walking participants through their use. We foresee SGO calculation as being one of the more contentious areas of the evaluation process and one where members need to be the most informed.
SGOs are part of the regulations NOT part of the TEACHNJ Act, meaning that they could be subject to change.

27. Calculating SGO - Simple
Scoring Plan
Objective Attainment Level Based on Percent and Number of Students Achieving Target Score
Number of Students Measured by this SGO = ________
Target Score
Full (3)
Partial (2)
Insufficient (1)
 70%
 ≥79 students (85%)
≥65 students (70%)
≥51 students (55%)
<51 students (>55%)
Results of Student Growth Objective
Number of students reaching the target score
_________
Score
_______
Achieved –
__________________ 93
Exceptional
(4)
This is a walkthrough of the Calculating SGO – Simple worksheet
Animations on this slide:
Number of students measured by the SGO
Minimum Target Score for Proficient
Minimum scores for all proficiency levels
After taking the post assessment, count the number of students achieving the target.
Find the category in which the number of students achieving the target score will fall
This becomes your score and level of proficiency achieved
The Score is carried over to the SGO Score section of the Calculative Summative Score worksheet 81

28. Calculating SGO - Tiered
This is a walkthrough of the Calculating SGO – Tiered worksheet
Calculations:
Animation Set 1:
Weight = (# of Students in Group / Total # of Students)
Animation Set 2:
Weighted Score = (Objective Attainment Level x Weight)
Determine the attainment level for each group by counting the number of students reaching the target score for each group. Then multiply the appropriate level (1,2,3, or 4) by each level’s weight.
Animation Set 3:
Total SGO = Sum of Weighted Scores

29. Outcomes of a Summative Evaluation

30. Preparing for Your PDP Review your PDP from the prior year
Using Getting Organized and PDP Planning Strategies, begin planning for a PDP that addresses an area of your observations AND is personally meaningful.
Review PDP planning strategies– Checklist
Refer back to Getting Organized as a way of being proactive
Practice
SGP
SGO
Summative

31. The Corrective Action Plan (CAP)
When the Summative Evaluation is less than positive
Practice
SGP
SGO
Summative

32. What is a CAP?
A CAP:
Addresses areas in need of improvement identified by the evaluation rubric
Includes specific and demonstrable goals
Identifies responsibilities of the evaluated employee and the district
Reasonable timelines for meeting goals
Must be instituted in instances where a summative rating is less than 2.65
May result in tenure charges for inefficiency
Emphasis: The district / administration must identify and support the timeline and resources for the CAP, ie – find PD opportunities, allow for release time / coverage if needed, assume cost for identified workshops where necessary
NJAC
6A:10-2.5
Practice
SGP
SGO
Summative

33. Who is Responsible for the CAP?
Chief School Administrator or Direct Supervisor
Teacher being placed on CAP
ScIP
The CAP should be developed collaboratively between the CSA /supervisor and the teacher.
The ScIP has input with regard to all CAPs. Any teacher members on the ScIP should not be privy to any information regarding those on CAPs, however, not even names of individuals.
ScIPs will:
Ensure mid year evaluation as required by NJSA 18A:6-120.c.
Review the progress toward the teacher’s goals outlined in the CAP in a post eval conference
It is recommended that any teacher being placed on a CAP contact their local leadership and Uniserve to ensure that their rights and future employment are protected.
IF the summative score may be calculated before the end of the school year, then the CAP shall be in place prior to September 15th. Otherwise, the CAP must be in place 15 working days after the summative rating is received.
NJAC
6A:10-2.5
Practice
SGP
SGO
Summative

34. BRINGING TENURE CHARGES (for inefficiency under the new statute)
Year A Rating
Year B (Consecutive) Rating
Action
Ineffective
The superintendent shall file a charge of inefficiency
Partially Effective
The superintendent may file a charge of inefficiency or may defer the filing until the next year; in the following year (i.e., the third consecutive year), the superintendent shall file a charge of inefficiency if the annual rating is ineffective or partially effective
Consequences to those On a CAP.
Notice there are instances where tenure charge MUST be filed
Practice
SGP
SGO
Summative
NOTE: This chart only relates to filing tenure charges for inefficiency under the new statute, not for other cause.

35. Representation CAPs – DO NOT GO IT ALONE!!
Contact the Association President to ensure support
The Association President has a fiduciary responsibility to represent members and has the right to ask Administration for a list of people on CAPs
Review protocols
Ensure timelines and supports are met
Document discrepancies and intervene as needed
Involve Uniserv
Practice
SGP
SGO
Summative

36. Preparing for a Negative Summative Evaluation
If a teacher suspects that a summative evaluation will be negative, they should prepare and rehearse their approach. Steps listed in subsequent slides

37. CRITICAL CONVERSATIONS Basic steps
Identify and clarify
Establish a mutual purpose
Establish respect
Actively listen
STATE your course
Share your facts: least controversial & most persuasive first
Tell your story
Ask for others facts and stories
Talk about what is fact and what is assumption
Encourage differing views
The skills and points made on the Critical Conversation slides serve as advice for all practitioners WHENEVER they talk with a superior/observer/evaluator. These should be described as “basic skills” for the professional to maintain control over the discourse of practice.
Being prepared is paramount in these instances. Refer to the Getting Organized worksheet and review your evaluation rubrics. Be as informed as possible!!
Critical conversations are a part of everyday life. Day to day conversations become critical when the people engaged have differing opinions, when stakes are high, or when emotions run strong.
Critical conversations are about tough issues that are challenging, frustrating, frightening or annoying and the results of the conversation huge a huge impact on life.
Few people realize that there are skills to conducting difficult conversations. Many of us follow the examples we learn form parents, teachers, colleagues or employers.
These skills/ techniques will empower you to be in control of those critical conversations and to make the experience positive and productive for both parties.
What do you want? Identify and clarify what you really want from the conversation. Identify what you do NOT want from the conversation. Stay focused. Ask yourself these questions:
What do I want for myself?
What do I want for others?
What do I want from this relationship?
How would I behave if I really wanted those results?
Establish a mutual purpose. Do both parties trust the motives behind the conversion? Is there respect on both sides? Find a shared goal and the conversation immediately becomes less stressful. Clarify that both parties are working toward a common outcome.
STATE your course
Share your facts, starting with the least controversial and most persuasive.
Tell your story. Explain what you are beginning to conclude.
Ask for others facts and stories.
Talk about what is fact and what is assumption.
Encourage differing views.
Explore others course by active listening
Start by expressing interest in the other person’s views
Respectfully acknowledge the emotions that people appear to be feeling
Restate what you have heard to show not only that you understand, but that it is safe for them to be candid
If you perceive that others are holding back take your best guess at what they may be thinking
State when you agree
When there are significant differences, compare the two views, do not point out that the other is wrong
Finish clearly. Determine who does what by when. Set up a follow up time. Record commitments and hold each other accountable.
Practice
SGP
SGO
Summative

38. CRITICAL CONVERSATIONS Preparation
Make sure you and your supervisor have sufficient time to see the conversation through to the end.
Be realistic about what you can and cannot achieve.
Make sure the conversation is focused on facts and why the facts are important, not just opinion.
Keep conversation focused on the evaluation!
Critical conversations take practice, perspective, and preparation. Preparation before a critical conversation will get you on the path to a successful discussion.
If you and your supervisor do not have at least 30 minutes to have the conversation, it may be better to ask to reschedule the meeting.
Keep the topic limited. Even if there are more issues you would like to discuss, remain focused on the topic.
Nothing is worse than tossing out old grudges or highly subjective opinions, even if you have all the time in the world to prepare. Write down the actual behavior or event that happened, the consequence of that behavior or event and why you feel it is important. This brief preparation will help focus the conversation.
Practice
SGP
SGO
Summative

39. CRITICAL CONVERSATIONS
Preparation
Practice your key sentence.
Understand you have a good chance to resolve an issue rather quickly with a conversation.
Take a deep breath.
Building rapport
Be sincere.
Be present in the conversation.
Be confident, but not arrogant.
Be empathic.
Be honest
While you may not have a tremendous amount of time to practice, take a minute to practice the key information you are going to deliver.
Even if you can’t resolve the issue, use the conversation as an opening and building block to future dialogue by demonstrating empathy, and be being willing and open to listen to the perspective of the other person. Be prepared to ask for the other person’s views and ideas.
Be open and honest, and know that even if the conversation does not go as planned, sincerity goes a long way.
Practice
SGP
SGO
Summative

40. Open Discussion?