1. North Bergen School District Evaluation In-service

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

3. 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.

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

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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.

14. Scoring the Rubric

15. 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

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

17. 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

18. 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.

19. 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

20. 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.

21. 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

22. 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.

23. 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

24. 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.

25. 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

26. 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

27. 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.

28. 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

29. 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

30. 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.

31. 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.

32. McREL TEACHER EVALUATION RUBRIC

33. McREL TEACHER EVALUATION RUBRIC with SAMPLE EVIDENCE

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. 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
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

45. 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

46. 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

47. 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

48. 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

49. 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

50. 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

51. 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 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

52. 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

53. 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

54. 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

55. 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

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