Teach nj fd
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The proposed regulations aim to establish an effective evaluation system for teachers and principals as required by the TEACHNJ Act. Key elements include evaluating teacher practice based on observations and incorporating multiple measures of student growth, including standardized test scores and locally-calculated student learning objectives. Principal evaluations will similarly include measures of student growth and school environment. The regulations provide frameworks for teacher and principal practice protocols and require districts to develop evaluation policies aligned with the law.
Teach nj fd
- 1. TEACHNJ Regulation Proposals: Building an Effective Evaluation System for Teachers and Principals March 6, 2013
- 2. Agenda I. Describe the purpose of today’s proposed TEACHNJ regulations. II. Introduce new terms and concepts in Chapter 10 Share key elements of regulations: • Teacher Evaluation Overview • Principal Evaluation Overview • Other TEACHNJ Requirements III. Introduce amendments to Chapter 3 to align with TEACHNJ. 2
- 3. Context: Why is educator evaluation important? • Educator quality is the most influential in-school factor for student learning. • Improving student achievement is the most important goal of all schools, and we must align our policies with that priority. • This evaluation system is meant to help teachers and leaders continuously improve their practice. • This represents an important cultural shift, allowing schools to better prioritize student and educator growth in decision making. 3
- 4. Context: More than three years of evaluation progress EPAC, Pilot 1 TEACHNJ Act launched passed Educator $38 million EPAC and external Effectiveness Task Race to the Top Rutgers reports Force formed award for NJ issued 2010 2011 2012 2013 2nd round of Task Force releases evaluation recommendations Pilot 2 selected regulations proposed 1st round of evaluation regulations proposed 4
- 5. Context: Key provisions of TEACHNJ Historic tenure legislation: TEACHNJ Act • Unanimous approval of the State Legislature • Governor Christie signed bill into law on August 6, 2012 • Required training on the evaluation system • Targeted feedback to drive professional development Support • School Improvement Panel conducts evaluations, leads mentoring, and identifies professional development opportunities • Corrective Action Plan for Ineffective/Partially Effective rating • Implementation in 2013-2014 • Four levels of summative ratings Evaluation • Educator practice instruments used for multiple observations • Multiple objective measures of student learning for teachers, principals, VPs/APs • Teachers earn tenure after 4 years based on effectiveness Tenure • Effective ratings required to maintain tenure • Dismissal decisions decided by arbitrators 5
- 6. Context: What’s the same? • Annual evaluation of all teaching staff members • Superintendent develops evaluation policies; gets district board approval • Annual summary conferences • Annual performance report • Individualized professional development planning • Three observations with post-observation conferences for all nontenured teaching staff members by April 30 of each year • Mentoring for novice teachers 6
- 7. Application of TEACHNJ • TEACHNJ places a special focus on teachers, principals, assistant/vice principals. • Districts will have considerable discretion over methods of evaluating teaching staff members (highlighted in gray) compared to the more specific requirements for teachers/principals/APs/VPs. *If board-approved after 8/6/12 ** Highly Effective, Effective, Partially Effective, Ineffective *** i.e. after 2 ineffective ratings 7
- 8. Context: DOE commitment to communication and support Support Examples • Informational guide and presentation • Overviews of new measures Informational Materials and Sample • Summative evaluation forms Forms • Goal-setting forms • Sample templates • Evaluation leadership rubric • 8 regional presentations • School visits Presentations and Training • Implementation managers • Superintendent /Curriculum Directors roundtables • Stakeholder conferences • Goal-setting methodology and examples Guidebooks • Principal evaluation • Teacher evaluation • Redesigned website: www.nj.gov/education/achievenj • Phone support: (609) 777-3788 On-Going Communication • Email support: educatorevaluation@doe.state.nj.us • Regular communication to school leaders and teachers 8
- 9. Agenda I. Describe the purpose of today’s proposed TEACHNJ regulations. II. Introduce new terms and concepts in Chapter 10 Share key elements of regulations: • Teacher Evaluation Overview • Principal Evaluation Overview • Other TEACHNJ Requirements III. Introduce amendments to Chapter 3 to align with TEACHNJ. 9
- 10. Teacher Evaluation: Introduction • The TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources. • New teacher evaluation systems will include the following components: Teacher Stu. Growth Stu. Growth Summative Practice Percentile Objective Rating Performance on a State-calculated Locally-calculated Overall eval. score teacher practice score that measures score that measures that combines the instrument, driven individual teacher’s an individual multiple measures of primarily through ability to drive teacher’s impact on practice and student observation growth on NJ ASK stu. achievement progress NJASK N.J.A.C. Inputs of Effective Outcomes of 6A:10-4.1 Teaching Effective Teaching 10
- 11. Teacher Evaluation: Introduction to Teacher Practice Student Student N.J.A.C. Teacher Sum. Growth Growth 6A:10-6 Practice Rating Percentile Objective 11
- 12. Teacher Evaluation: Teacher Practice Protocols • Long: 40 minutes, with post-conference • Short: 20 minutes, with post-conference Minimum # of Teacher Categories Multiple Observers Observations Required 3 Years 1–2 (2 long, 1 short) Nontenured Required 3 Years 3–4 (1 long, 2 short) Effective 3 Tenured Recommended Highly Effective (0 long, 3 short) +1 Corrective Action Plan (length at district Required discretion) Notes: •Long observations for non-tenured teachers must have a pre-conference. Long observations, beyond the minimum requirements, do not require pre-conferences. •Within the minimum requirements, all teachers must have at least one unannounced and one announced observation. Student Student N.J.A.C. Teacher Sum. Growth Growth 6A:10-4.4 Practice Rating Percentile Objective 12
- 13. Teacher Evaluation: Training and reliability provisions • All teaching staff members being evaluated must be trained on evaluation rubric. • Before observing for the purpose of evaluation, all observers must be trained on the instrument. • All observers must participate in 2 “co-observations” (i.e. double-scored observations). • All evaluators must participate in yearly “refresher” training. • CSA/Superintendent will certify every year that observers for the purpose of evaluation have been trained. Student Student N.J.A.C. Teacher Sum. Growth Growth 6A:10-2.2 Practice Rating Percentile Objective 13
- 14. Teacher Evaluation: Calculating Student Growth Percentiles All students can show growth. •Student Growth Percentiles (SGP) measure how much a student has learned from one year to the next compared to peers with similar academic history from across the state. •Students scored on a scale from 1 – 99. •Growth baseline established by student’s prior learning as measured by all of student’s NJ ASK results. Student Student Teacher Sum. Growth Growth Practice Rating Percentile Objective 14
- 15. Teacher Evaluation: Median Student Growth Percentile • Teachers of at least one 4th-8th grade math and/or English/language arts (ELA) class (15%-20% of New Jersey teachers). More teachers will be included with PARCC assessments. NJ Teachers with Median Student Growth Percentiles (mSGPs) Yes No Grades 4–8 ELA and Math X Grades 9–11 ELA and Math X Grades Pre-K–3 (All) X Grades 4 –12 Non- ELA, Non-Math X All Electives (e.g., economics, psychology, art, music, etc.) X • Teacher must have at least 20 SGP scores. • Students must be enrolled in class 60% of time before test. Student Student N.J.A.C. Teacher Sum. Growth Growth 6A:10-4.2 Practice Rating Percentile Objective 15
- 16. Teacher Evaluation: Introduction to Student Growth Objectives All teachers will set Student Growth Objectives (SGOs): • SGOs are annual, specific, and measureable academic goals based on growth and achievement for groups of students. • Establishing an SGO is a collaborative process between teacher and supervisor with the principal having final decision. • SGOs may be based on appropriate national, state, or LEA- developed assessments, including rubric-measured portfolios. • Teachers with an SGP score will set a minimum of 1 SGO. • Teachers without an SGP score will set 2 SGOs. Student Student N.J.A.C. Teacher Sum. Growth Growth 6A:10-4.2 Practice Rating Percentile Objective 16
- 17. Teacher Evaluation: Student Growth Objectives Sample SGOs For teacher to earn a rating Subject Assessment Level 4 Level 3 Level 2 Level 1 90% of 80% of 70% of 60% of Second The Text Reading students students students students Grade and increase at increase at increase at increase at Lang. Comprehension least 1 least 1 least 1 least 1 Arts (TRC) assessment proficiency proficiency proficiency proficiency level level level level Portfolio score 90% of 80% of 70% of 60% of using a district- Eighth students students students students created rubric Grade increase at increase at increase at increase at assessing students’ Visual least 1 least 1 least 1 least 1 ability to draw from Arts proficiency proficiency proficiency proficiency direct level level level level observation Student Student Teacher Sum. Growth Growth Practice Rating Percentile Objective 17
- 18. Teacher Evaluation: Weighting of Components (Tested) Tested Grades and Subjects (Currently grades 4-8, math and ELA): 50% from teacher practice and 50% from student achievement measures 50% 50% Student Student Achievement Achievement 50% 50% Teacher Teacher Practice Practice * The Department will look to incorporate other measures where possible and percentages will change as system evolves. Student Student N.J.A.C. Teacher Sum. Growth Growth 6A:10-4.1 Practice Rating Percentile Objective 18
- 19. Teacher Evaluation: Weighting of Components (NTGS) Teacher in Non-Tested Grades and Subjects: Weights will be phased in over time to move towards 50% teacher practice and 50% student achievement 15% 50% Student Student Achievement Achievement 85% 50% Teacher Teacher Practice Practice *The Department will look to incorporate other measures where possible and percentages will change as system evolves. Student Student N.J.A.C. Teacher Sum. Growth Growth 6A:10-4.1 Practice Rating Percentile Objective 19
- 20. Teacher Evaluation: Summative Ratings Component Raw Score Weight Weighted Score Teacher Practice Eval. 3.0 X 50% 1.5 Instrument Student Growth Percentile 2.0 X 35% .70 Student Growth Objective 3.5 X 15% .525 Sum of the Weighted Scores 2.725 2.725 This is a sample scale. The NJDOE Partially Highly Ineffective Effective will determine the Effective Effective actual scale prior to September 2013. Student Student N.J.A.C. Teacher Sum. Growth Growth 6A:10-4.1 Practice Rating Percentile Objective 20
- 21. Teacher Evaluation: Summative Rating Timeline • At summative conference, all available component scores (i.e. teacher practice, SGO results) will be discussed. • SGP data will be available on the following timeline. Student Student N.J.A.C. Teacher Sum. Growth Growth 6A: 10-2.4 Practice Rating Percentile Objective 21
- 22. Agenda I. Describe the purpose of today’s proposed TEACHNJ regulations. II. Introduce new terms and concepts in Chapter 10 Share key elements of regulations: • Teacher Evaluation Overview • Principal Evaluation Overview • Other TEACHNJ Requirements III. Introduce amendments to Chapter 3 to align with TEACHNJ. 22
- 23. Principal Evaluation: Introduction • New principal evaluation systems will include the following components: Principal Eval. School Average Admin. Summative Practice Leadership SGP SGO Goals Rating Performance Outputs that State-calc. Locally-calc. Locally-calc. Overall eval. on a principal define how score that score that score that score that practice well a measures a aggregates measures a combines the evaluation principal is principal’s the perf. of all principal’s multiple instrument leading imp. ability to drive teachers in a impact on stu. measures of of the eval growth in ELA school on achievement practice & system and math SGOs outcomes Inputs Student/Teacher Outcomes N.J.A.C. 6A:10-5.1 23
- 24. Principal Evaluation: Principal Practice Component • 2 observations for tenured principals, 3 for non-tenured. • Observations may be completed using a variety of information sources. • Observations conducted with lens of principal practice instrument, which is locally-adopted. Options may include: • School walkthrough • Case studies • Observation of staff meeting, school assembly • Parent conference observation • Teacher conference observation N.J.A.C. Principal Eval. School SGO Admin. Sum. Practice Leadership SGP Average Goals Rating 6A:10-5.4 24
- 25. Principal Evaluation: Evaluation Leadership Key Components • Principals will be rated using a state rubric on their performance in leading the new evaluation system at the school level. Domain 1: Building knowledge and collaboration 1. Component 1a: Preparing teachers for success 2. Component 1b: Building collaboration Domain 2: Executing the evaluation system successfully 1. Component 2a: Fulfilling requirements of the evaluation system 2. Component 2b: Providing feedback, coaching, and planning for growth 3. Component 2c: Ensuring reliable, valid observation results 4. Component 2d: Ensuring high-quality Student Growth Objectives (SGOs) N.J.A.C. Principal Eval. School SGO Admin. Sum. Practice Leadership SGP Average Goals Rating 6A:10-5.3 25
- 26. Principal Evaluation: SGP and SGO Components School SGP • Principals whose students have SGPs will receive the average school- wide SGP score. • Principals will be placed in 3 categories: Multi-Grade SGP Principal, Non-SGP Principal, Single-Grade SGP Principal. Component weighting will differ across categories. SGO Average • Principals will be rated on their teachers’ success in achieving student growth objectives (SGOs) each year through an average of their teachers’ scores. N.J.A.C. Principal Eval. School SGO Admin. Sum. Practice Leadership SGP Average Goals Rating 6A:10-5.3 26
- 27. Principal Evaluation: Administrator Goals • Administrator goals are annual, specific, and measureable academic goals based on growth and achievement for groups of students set by principals and approved by their CSA/Superintendent. This parallels teachers’ SGO process. Some Possible Administrator Goal Examples: • Advanced Placement scores • SAT, ACT scores • Graduation rates (in schools with under 80%) • College acceptance rates • NJ ASK scores • HSPA scores • Nationally norm-referenced tests N.J.A.C. Principal Eval. School SGO Admin. Sum. Practice Leadership SGP Average Goals Rating 6A: 10-5.2 27
- 28. Principal Evaluation: Weighting of Components Multi-Grade Single Grade Components Non-SGP Schools SGP Schools SGP Schools Principal Practice 30% 30% 30% Instrument Inputs Evaluation 20% 20% 20% Leadership SGO Average 10% 10% 10% Student/ Teacher School SGP 30% 0% 20% Outcomes Principal Goals 10% 40% 20% Total Percentage 100% 100% 100% N.J.A.C. Principal Eval. School SGO Admin. Sum. Practice Leadership SGP Average Goals Rating 6A:10-5.1 28
- 29. Principal Evaluation: Weighting of Components Weighting for Each Principal Classification Multi-Grade Non-SGP Principals Single-Grade SGP Principals SGP Principals KEY Observation Evaluation Inputs 50% Rubric Leadership Student/Teacher Admin. SGO 50% SGP Goals Avg. Outcomes N.J.A.C. Principal Eval. School SGO Admin. Sum. Practice Leadership SGP Average Goals Rating 6A:10-5.1 29
- 30. Agenda I. Describe the purpose of today’s proposed TEACHNJ regulations. II. Introduce new terms and concepts in Chapter 10 Share key elements of regulations: • Teacher Evaluation Overview • Principal Evaluation Overview • Other TEACHNJ Requirements III. Introduce amendments to Chapter 3 to align with TEACHNJ. 30
- 31. School Improvement Panel: Teacher Member Composition and Selection TEACHNJ Details in Proposed Code (N.J.A.C. 6A:10-3) Will be composed of Principal chooses all members and may appoint principal, AP/VP, and additional members as long as all members meet teacher that is approved in criteria in TEACHNJ & the teacher(s) on panel collaboration with the represent at least 1/3 total membership. majority representative. Beginning in academic year 2015-16, this means a Person with a rating of effective or highly effective in the most demonstrated record of recent available summative rating . success in the classroom. Chosen in consultation Majority representative submits list of nominees; with majority principal is not bound by list and teacher serves full representative. year. N.J.A.C. 6A:10-3.1 31
- 32. School Improvement Panel: Teacher Member Is teacher allowed to perform observations? Details in Proposed Code TEACHNJ (N.J.A.C. 6A:10-3) Must have agreement of Agreement of majority representative majority representative and principal approval to conduct to evaluate other observations for the purpose of teachers. evaluation. Evaluations include observations conducted Teachers conducting observations for the by an individual purpose of evaluation must have a possessing a school supervisory certificate and cannot also be administrator or a mentor. supervisory certificate. N.J.A.C. 6A:10-3.2 32
- 33. Corrective Action Plan 10-2.5 Corrective Action Plan for all teaching staff June - December: SGP teachers earning low ratings on practice inputs placed on CAP. SGP added to performance report when available. May-September: Non-SGP February 15: Extra observation teachers, CAP is developed done if CAP was created at by September 15. beginning of school year. Content: Monitoring Progress: •Needs, goals, and timeline •Discussed and documented •Responsibilities •Evidence of progress does not guarantee a better rating •Replaces individual PD plan •Mid-year evaluation: additional but not required PD identified observation and conference by supervisor •Multiple observers N.J.A.C. 6A:10-2.5 33
- 34. Agenda I. Describe the purpose of today’s proposed TEACHNJ regulations. II. Introduce new terms and concepts in Chapter 10 Share key elements of regulations: • Teacher Evaluation Overview • Principal Evaluation Overview • Other TEACHNJ Requirements III. Introduce amendments to Chapter 3 to align with TEACHNJ. 34
- 35. Tenure Charges: Key Changes for TEACHNJ Alignment • Reflects elimination of 90-day improvement period. N.J.A.C. • Exception for inefficiency charge now only applies to teacher, 6A:3-5.1 principal, AP, and VP. • Time period for filing answer to inefficiency charges is 10 days. • Reflects new requirement for arbitrator. • Signals the different timeline for inefficiency charges. • Commissioner may no longer retain case for hearing. • Reflects requirement for a withdrawal or settlement to be approved by to arbitrator not ALJ or Commissioner. 35