North Bergen School District Evaluation In-service

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 McRELEvaluation 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 commentabout why it was used.

14. Scoring the Rubric

15. McRel Professional Teacher Standards

16. Professional Teacher Standards

17. 3. Teacher Self-Assessment • Training • Orientation 8. Professional Development Plans McREL Teacher Evaluation System 7. Summary Evaluation Conference & Teacher Summary Rating Form 4. Pre-Observation Conference Conducting a Self-Assessment Professional Development Plan 6. Post-Observation Conference 5. Observations

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.

19. Training • Orientation 8. Professional Development Plans 3. Teacher Self-Assessment McREL Teacher Evaluation System 4. Pre-Observation Conference 7. Summary Evaluation Conference & Teacher Summary Rating Form Pre-Observation Conference 6. Post-Observation Conference 5. Observations

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. Training • Orientation 8. Professional Development Plans 3. Teacher Self-Assessment McREL Teacher Evaluation System 7. Summary Evaluation Conference & Teacher Summary Rating Form 4. Pre-Observation Conference Classroom Observations 6. Post-Observation Conference 5. Observations

22. ObservationsMcREL 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. Training • Orientation 8. Professional Development Plans 3. Teacher Self-Assessment McREL Teacher Evaluation System 7. Summary Evaluation Conference & Teacher Summary Rating Form 4. Pre-Observation Conference Post-observation Conference 5. Observations 6. 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. 8. Professional Development Plans • Training • Orientation 3. Teacher Self-Assessment McREL TeacherEvaluation System 7. Summary Evaluation Conference & Teacher Summary Rating Form 4. Pre-Observation Conference Summary evaluation conference Summary evaluation rating form Professional development plan 6. Post-Observation Conference 5. Observations

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. 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 toAchieveNJ

36. Evaluations Use Multiple Measures • The TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources. Practice Student Achievement TeacherPractice Based on classroom observations • Student Growth Objective(SGO) • Set by teacher and principal • Student Growth Percentile (SGP) • Based onNJ 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 • 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 Practice SGO SGP Summative Teachers: Practice

39. Student Growth Percentile SGP Overview Practice Student Achievement TeacherPractice Based on classroom observations Student Growth Objective(SGO) Set by teacher and principal Student Growth Percentile (SGP) Based onNJ 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. Why Student Growth? 250 Advanced Proficient 220 230 205 Maria NJ ASK Scale 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. 250 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 200 Proficient 165 160 150 100 Partially Proficient Albert’s NJ Ask Scale Score by Grade Gr. 3 Gr. 4 Gr. 5 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.                     Academic Peers’ Prior Scores       Albert’s Prior Scores                        • These “Academic Peers” are represented by students from across the state in many different school districts.           Teachers: SGP

44. Example: Assigning an SGP Academic Peers’ Current Scores       Albert’s Current Score  • This comparison helps us put Albert’s growth into context, and assign him a Student Growth Percentile on a scale from 1 to 99. 250 Advanced Proficient                      Proficient 200 160 29% 150 70% Partially Proficient 100 • 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. 1% 70th% 99% Teachers: SGP

45. Teachers Receive Median SGP Score on Roster 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 • 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 Median this Year = 51 Median over 2 years = 56 • In future years, Ms. Jones should know that: • 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. 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 TeacherPractice Based on classroom observations Student Growth Objective(SGO) Set by teacher and principal Student Growth Percentile (SGP) Based onNJ 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 • 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