AchieveNJ : Improved Evaluation and Support for Teachers and Principals
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AchieveNJ: Improved Evaluation and Support for Teachers and
Principals
May 2013
Updated May 3, 2013
2
Today’s Presentation
• Welcome to our Regional Presentation on AchieveNJ
• We are here to inform, to learn, and to provide an opportunity for feedback.
• While this presentation is primarily an informational session, the will be more formalized opportunities for public testimony in June, and July.
• Opportunities for questions:• Index cards with questions will be collected after
each segment• E-mail us at educatorevaluation@doe.state.nj.us
Updated May 3, 2013
3
Agenda
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
3Updated May 3, 2013
4
What is AchieveNJ?
• 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.
AchieveNJ is a comprehensive educator evaluation and support system
Introduction to AchieveNJ
5
AchieveNJ is Part of Broader Reforms
Evaluation and Support
PARCC
Common Core
Student AchievementStudent
Achievement
AchieveNJ, together with the initiatives to implement Common Core Standards and
PARCC assessment, form the key elements to improve student achievement.
Introduction to AchieveNJ
Instruction
6
Our Goal: Improved Student Achievement• Parents are a child’s first teachers, but teachers and principals
have the biggest in-school impact on student learning.• Research shows effective teaching can be measured.• Better educator evaluations will improve teaching and learning
so that all teachers — and students — perform at high levels.
6Introduction to AchieveNJ
ADMINISTRATORS
PRINCIPALS
TEACHERS
STUDENTS
7
Effective Teachers Make a Significant Difference
Source: Bill & Melinda Gates Foundation, MET Project
+4.8months+2.9months
+1.4 months
+5months
-2.7months -3.2months-1.4 months
-5.8months
Months of Learning Gained (Lost) Compared to Average Teacher
Top 25% of Teachers Bottom 25% of Teachers
State Math Test Balanced Assessment of
Mathematics
State ELA Test
SAT9/Open-Ended Reading
AverageTeacher
7
The difference between an effective and ineffective teacher can approach 11 months of learning for a
student in one year.Introduction to
AchieveNJ
8
Goals of New Evaluation and Supports
Improved student
achievement
Common language and
clear expectations
Accurate and differentiated
levels of performance
Timely, actionable, data-driven feedback
Aligned and targeted
professional development
Introduction to AchieveNJ
9
Key Provisions of TEACHNJ
9
Support
• Required training on the evaluation system• Targeted feedback to drive professional development• School Improvement Panel conducts evaluations,
leads mentoring, and identifies professional development opportunities
• Corrective Action Plan for Ineffective/Partially Effective rating
Evaluation
• Implementation in 2013-2014• Four levels of summative ratings• Educator practice instruments used for multiple
observations• Multiple objective measures of student learning for
teachers, principals, VPs/APs
Tenure• Teachers earn tenure after 4 years based on
effectiveness• Effective ratings required to maintain tenure• Dismissal decisions decided by arbitrators
Introduction to AchieveNJ
10
NOW PROPOSEDPerfunctory In-depth
One measure Multiple measuresOne observer Multiple observers
No connection to student growth Student growth counts
No evaluation training Comprehensive training required
Disconnected from professional development
Will provide for more targeted professional
developmentMinimal educator involvement Educator-driven
State Evaluation Framework
NOW* Perfunctory
Measured by observation onlyOne observer
No connection to student growth
Training not requiredDisconnected from
professional development Minimal educator involvement
10
*This is reflective of current minimum requirements by state, and may not reflect practice in all districts.
Introduction to AchieveNJ
11
Careful, Deliberate Path Towards New System
2010 2011 2012 2013
Educator Effectiveness
Task Force formed
Task Force releases
recommendations
EPAC, Pilot 1 launched
$38 million Race to the
Top award for NJ
Pilot 2 selected
TEACHNJ Act passed
2nd round of
evaluation regulations proposed
All districts launch
improved evaluations
11
EPAC and external Rutgers
reports issued
1st round of evaluation regulations proposed
Introduction to AchieveNJ
12
AchieveNJ is Driven by Educator Input
14 Evaluation Pilot Advisory Committee (EPAC) meetings between 2011 and 2013
100 EPAC members (on average) in attendance
30 Pilot districts
287 Pilot schools311 Principals and assistant principals
14,858 Teachers
168,125 Students
570+ Districts have established District Evaluation Advisory Committees (DEACs)
6,650 Teacher and leaders involved in School Improvement Panels at the school level
Introduction to AchieveNJ
13
Thanks to Our Pilots for Leading the WayTeacher Evaluation
Pilot:• 2 separate 1-year pilot
programs • 22 pilot districts• Rutgers study outlining
challenges and successes
12
3 2 11
1
23
3 2 1
1
1
21
1
1
21
11
*Does not include Newark and SIG schools
1
1
Principal Evaluation Pilot:• 14 pilot districts• Forthcoming study by REL
Mid- Atlantic
Number of participating districts
in each county
Number of participating districts
in each county
Introduction to AchieveNJ
14
Lessons Learned from PilotsSuccessesTraining has additional benefits for professional development, school cultureCommon language emergingBetter, more frequent feedback for teachers from administratorsBuilding momentum for PLCs, data-driven instructionLinking teacher practice data to professional development
ChallengesCapacity to conduct observationsQuality evaluation training and proof of masterySome key policy questions not fully answered in year 1:• Use of growth measures• Calculating summative rating• Determining measures for non-tested grades and subjects
Introduction to AchieveNJ
15
Agenda
15
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
Updated May 3, 2013
16
Evaluations Use Multiple Measures• The TEACHNJ Act requires evaluations to include
multiple measures of student progress and multiple data sources.
TeacherPracticeBased on classroom
observations
Student Growth
Percentile (SGP)Based on
NJ ASK performance
Student Growth
Objective(SGO)
Set by teacher and principal
Summative RatingOverall
evaluation score
All teachers and
principals
Less than 20 percent of teachers
TEACHERS
Practice Student Achievement
17
Districts Choose Their Own Observation Measure
42%
16%
11%
9%
9%
6%1% 5% Teacher Practice Instruments
Danielson 2011 Danielson 2007 Stronge McRELMarzanoMarshall Rhode Island ModelOther
TEACHERS: PRACTICE
Other: Instruments that have been approved but are being used in fewer than 5 districts; this includes approved “homegrown” models.
Practice SGPSGO Summat
ive
18
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
RequiredYears 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.
TEACHERS: PRACTICE
Practice SGPSGO Summat
ive
19
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
TEACHERS: PRACTICE
Practice SGPSGO Summat
ive
20
Student Growth Percentile Overview
TeacherPracticeBased on classroom
observations
Student Growth
Percentile (SGP)Based on
NJ ASK performance
Student Growth
Objective(SGO)
Set by teacher and principal
Summative RatingOverall
evaluation score
All teachers and
principals
Less than 20 percent of teachers
Practice Student Achievement
TEACHERS
21
Calculating 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.
TEACHERS: SGP
Practice SGPSGO Summat
ive
22
Why Student Growth?
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.”
Partially Proficient
Gr. 3 Gr. 4 Gr. 5
100
200
250
150 160 165
NJ Ask Scale Score by Grade
NJ A
SK S
cale
Proficient
Advanced Proficient
230205
220
Albert Maria
Practice SGPSGO Summat
ive
TEACHERS: SGP
23
Example: Calculating an SGP
Albert’s NJ Ask Scale Score by Grade
NJ A
SK S
cale
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.
Ms. Jones notices that he scored a 165 scale score this year, but doesn’t quite
know what that means about
Albert’s growth.
Partially Proficient
Gr. 3 Gr. 4 Gr. 5
100
200
250
150 160 165Proficient
Advanced Proficient
TEACHERS: SGP
Practice SGPSGO Summat
ive
24
Example: Identifying Academic Peers
Albert’s Prior Scores
Academic Peers’ Prior Scores
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.
3rd Gr. 1504th Gr. 160
3rd Gr. ≈150
4th Gr. ≈160
These “Academic Peers” are
represented by students from across the state in many different school districts.
Practice SGPSGO Summat
ive
TEACHERS: SGP
25
29%70%
Example: Assigning an SGP
1%
99%
70th%
This comparison helps us put Albert’s growth into context,
and assign him a Student Growth Percentile on a scale
from 1 to 99.
Albert’s Current Score
Academic Peers’ Current Scores
5th Gr. 165 5th Gr.
Scores ranged from 130 - 185
Albert’s SGP score is 70, which conveys that his 5th grade score is higher than 70% of his academic
peer group.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.
Partially Proficient
Gr. 3 Gr. 4 Gr. 5
100
200
250
150160
Proficient
Advanced Proficient
Practice SGPSGO Summat
ive
TEACHERS: SGP
26
Teachers Receive Median SGP Score on Roster
26
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.Practic
e SGPSGO Summative
Student SGP ScoreHugh 12Eve 16Clarence 22Clayton 24Earnestine 25Helen 31Clinton 35Tim 39Jennifer 44Jaquelyn 46Lance 51Roxie 53Laura 57Julio 61Selena 65Ashlee 66Albert 70Mathew 72Maria 85Charles 89Milton 97
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.
Median SGP Score
TEACHERS: SGP
27
SGP Technical Rules
• 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.
Ms. Jones can only receive a median SGP score if the following is true:
Practice SGPSGO Summat
ive
TEACHERS: SGP
28
SGP Technical Rules
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.
Student SGP ScoreHugh 12Eve 16Clarence 22Clayton 24Earnestine 25Helen 31Clinton 35Tim 39Jennifer 44Jaquelyn 46Lance 51Roxie 53Laura 57Julio 61Selena 65Ashlee 66Albert 70Mathew 72Maria 85Charles 89Milton 97
Mel 56Laura 57Regina 58Marissa 60Julio 61Faye 63Selena 65Ashlee 66Jackie 67Courtney 68Albert 70Matthew 72Laura 77Jack 78Jared 80Rick 84Maria 85Charles 89Michelle 92Molly 95Milton 97
Student SGP Score
Hugh 12Eve 16John 16Charles 20Annie 20Clarence 22Clayton 24Earnestine 25Jake 27Helen 31Rachel 33Clinton 35Tim 39George 41Amber 42Jennifer 44Jaquelyn 46Bobby 50Lance 51Roxie 53Mike 55
Median over 2 years = 56Median this Year = 51
Her SGP score will then be placed on a 1-4 scale.*
Practice SGPSGO Summat
ive
*Guidance is forthcoming on how SGP will be converted from a score on 1-99 scale to 1-4 scale.
TEACHERS: SGP
29
Understanding Student Growth Objectives
TeacherPracticeBased on classroom
observations
Student Growth
Percentile (SGP)Based on
NJ ASK performance
Student Growth
Objective(SGO)
Set by teacher and principal
Summative RatingOverall
evaluation score
All teachers and
principals
Less than 20 percent of teachers
Practice Student Achievement
All teachers will set academic goals for their students at the beginning of each school year – called Student Growth
Objectives (SGOs).TEACHERS
30
All Teachers Set Student Growth Objectives (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 with an SGP score 1 - 2 SGOs
Teachers without an SGP score 2 SGOs
TEACHERS: SG0
Practice SGPSGO Summat
ive
31
Basic Steps for Creating an SGO
In setting SGOs, teachers should take the following steps:1. Choose or develop a quality measurement tool (examples
follow) that is aligned to applicable standards.
2. Determine students’ starting points based in available data.
3. With supervisor input and approval, set ambitious yet achievable student learning goals.
4. Track progress and refine instruction accordingly.
5. Review results and discuss score with supervisor.
Practice SGPSGO Summat
ive
TEACHERS: SG0
32
September By Nov. 15* By Feb. 15 By end of school year
TEACHERSThe SGO Process
Teachers, supervisors meet to discuss and set SGO w/ principal’s
approval
Adjustments to SGOs can be
made with approval
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Step 1: Choose or develop a
quality assessment
aligned to state standards
Step 2: Determine
students’ starting points
Step 3: Set ambitious and
feasible student growth objectives
Step 4: Track progress, refine instruction
Step 5: Review results and score
Teachers, supervisors meet to discuss SGOs and other measures
Recommended steps for setting a good SGO
Official SGO process in regulationsKEY
Practice SGPSGO Summat
ive
TEACHERS: SG0
33
SGOs: Some Possible Assessment Types
Practice SGPSGO Summat
ive
TEACHERS: SG0
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.
34
Types and Examples of SGOs
Practice SGPSGO Summat
ive
TEACHERS: SG0
Type of SGO Definition Examples (from Algebra I class)
General
Focused on the teacher’s entire student population for a given
course. Includes large proportion of curriculum
standards.
Covers all students in a teacher’s Algebra I classes
and aligned comprehensively with
course standards.General - tiered goal
Same as above, but with student goals tiered by
preparation levels
Same as above, but with student goals tiered by
preparation levels.Specific — student group
Focused on a subgroup of students that need specific
support.
Covers a group of students that scored below 45
percent on the pre-test.
Specific — content/skill
Focused on specific skills or content that students must
master.
Covers New Jersey Common Core State Standards related to quadratic
functions and modeling.
35
General SGO: Elementary Literacy
Measuring Progress
For a teacher to earn a rating of ... 4 3 2 1
*90% or more students met goal
*80% or more students met goal
*70% or more students met the goal
*Less than 70% of students met goal
Goal80% students increase at least one proficiency level on the Text Reading and Comprehension (TRC) assessment.
*These numbers will be determined by teacher and principal based on knowledge of students to create a rigorous and attainable goal.
Practice SGPSGO Summat
ive
TEACHERS: SG0
36
General SGO: 6th-Grade Music
Measuring Progress
For a teacher to earn a rating of ... 4 3 2 1
90% or more students met goal
80% or more students met goal
70% or more students met the goal
Less than 70% of students met goal
Goal 80% students will master 7 of 9 skills measured by the district-developed 6th grade music rubric
Practice SGPSGO Summat
ive
TEACHERS: SG0
37
Tiered General SGO: Physics 1
Preparedness Group Number of Students in Each Group Target Score on Post-Assessment (%)Low 36/65 70
Medium 21/65 80High 8/65 90
Measuring Progress
For a teacher to earn a rating of ...
4 3 2 1
Low 85% or more students in the tier met goal
75% or more students in the tier met goal
65% or more students in the tier met the goal
Less than 65% of students in the tier met goal
Medium
High
Goal 75% students will meet their designated target scores on the Physics 1 post-assessment
Practice SGPSGO Summat
ive
TEACHERS: SG0
38
Specific Goal: Targeted Biology Standard
Specific Goal:
Targeted Standard
The average student score on questions related to Standard 5.1.12.B (scientific thinking and design) will increase from 40% to 80% on final exam.
Measuring Progress
For a teacher to earn a rating of ... 4 3 2 1
90% or more students met goal
80% or more students met goal
70% or more students met the goal
Less than 70% of students met goal
Practice SGPSGO Summat
ive
TEACHERS: SG0
39
Specific Goal: Targeted Students (8th-Grade LAL)
Practice SGPSGO Summat
ive
TEACHERS: SG0
Specific Goal:
Targeted students
6/8 students who scored in the low range on the pre-assessment will increase 10 words per minute over their baseline score on the Oral Reading Fluency Assessment.
Measuring Progress
For a teacher to earn a rating of ... 4 3 2 1
7-8 students met goal.
5-6 students met goal.
3-4 students met the goal.
0-2 of students met goal.
40
55%15%
30%
2013–14
Component Weighting: Tested Grades
45% Student Achieve
ment
55%Teacher Practice
Student Growth PercentileStudent Growth Objectives
Teacher Practice
TEACHERS
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.
Practice SGPSGO Summat
ive
41
Component Weighting: Non-Tested Grades
TEACHERS
85%
15%
2013–14
Teacher PracticeStudent Growth Objectives
50%50%
Future Target*
Teacher PracticeStudent Growth Objectives/ Other Measures of Student Learning
Teacher in Non-Tested Grades and Subjects: Student Achievement will be 15% in SY13-14, Teacher Practice will be 85%.
50% Student
Achievement
50% Teacher Practice
85%Teacher Practice
15% Student
Achievement
*The Department will look to incorporate other measures where possible and percentages will change as system evolves.
Practice SGPSGO Summat
ive
42
Ineffective Partially Effective Effective Highly
Effective1.0Points
1.75Points
2.5 3.5
Points Points
4.0Points
Teachers’ Summative Ratings
Component
Raw Score
Weight
Weighted Score
Teacher Practice 3.0 x 55% 1.65Student Growth Percentile 2.2 x 30% .66
Student Growth Objective 3.0 x 15% .45
Sum of the Weighted Scores 2.762.76
TEACHERS
This is a sample scale. The NJDOE will determine the actual scale prior to September 2013.Practic
e SGPSGO Summative
43
Summative Rating Timeline RationaleTeachers in tested grades and subjects in New Jersey will not receive their SGP scores in time for their summative conference. There are several reasons for this delay:
1. Full Year Snapshot of Growth: New Jersey does not give the NJASK until May.
2. Emphasis on Writing: The NJASK has more constructed response and long answer questions than many other states, so the test takes longer to score.
3. Careful Process: Once scores are finalized, there is a careful process for calculating student and teacher level SGP scores.
Practice SGPSGO Summat
ive
TEACHERS
44
Summative Rating Timeline Details
June October November/ December January
Annual summary conference includes:
available component measures.
Department collects all other component measures for teachers
with SGP.
NJASK scores released. Department calculates SGP
data and sends to districts the SGP and summative rating of
each teacher with an SGP score.
Summative rating added to personnel
file.
• At the summative conference, all available component scores (teacher practice, SGO results) will be discussed.
• SGP data will be available on the following timeline.
Practice SGPSGO Summat
ive
TEACHERS
45
Implications of Ratings
• Teachers rated Ineffective or Partially Ineffective receive support through Corrective Action Plans
• Once the system is fully implemented, districts will be able to identify Highly Effective teachers for recognition such as:– Differentiated observation protocols– Expanded career pathways and leadership opportunities– Awards and recognition initiatives
TEACHERS
Practice SGPSGO Summat
ive
46
Teachers on Corrective Action Plans
Plan content: • Clear improvement needs• Specific goals and timeline
Progress toward goals in plan: • One extra observation and
conference required mid-year• Tenured teachers must have
multiple observers
TEACHERS
By February 15: Extra observation done if CAP
was created at beginning of school year
May – September: Non-SGP Teachers, CAP is developed
by September 15
June – December: If SGP isn’t available, teachers use Practice
measure until data is ready
Practice SGPSGO Summat
ive
47
Agenda
47 4747
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
Updated May 3, 2013
48
Multiple Measures for Principals
Principal
PracticeObservation instrument
School SGP
Average of school-wide
ELA and Math SGP scores
Admin. Goals
Set towards measure of
student achievement
SGO Average
Average of teacher SGOs
Summative Rating
Overall Evaluation Score
Evaluation
Leadership
Implementation and
training on evaluation
Practice Student Achievement
All principalsOnly schools
with SGP grades
receive this score
PRINCIPALS
49
Principal Practice Requirements
• 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, and may include:– School walk-through– Case studies– Observation of staff meeting, school assembly– Parent conference observation– Teacher conference observation
PRINCIPALS: PRACTICE
Practice School SGP
Admin. Goals
SGO Average
Summative
Leadership
50
School SGP for Principals
• Principals will be broken into 3 categories:• Multi-Grade SGP Schools: 2 or
more SGP grades in school• Single-Grade SGP Schools: 1
SGP grade in school• Non-SGP Schools: No SGP grades
in school
PRINCIPALS: SGP
Practice School SGP
Admin. Goals
SGO Average
Summative
Leadership
51
SGO Average for Principals Principals are rated on how well their teachers do on their SGOs each year through a calculated average of teachers’ aggregate scores.
PRINCIPALS: AVERAGE SGO
Number of SGOs in School
SGO Score
Aggregate for School
2 1 28 2 1614 3 424 4 1628 Total
Score:76
SGO Average for Principal: 76/28 = 2.71
#SGOs x Individual Score = Aggregate for School
Practice School SGP
Admin. Goals
SGO Average
Summative
Leadership
52
Principals Goals
• In consultation with the superintendent, a principal sets achievement goals for the students in his/her building (Administrator Goals).– Advanced Placement scores– SAT, ACT scores– College acceptance rates– HSPA scores– Annual measurable objectives (AMOs)– Graduation rates (in schools under 80 percent)– Nationally norm-referenced tests
PRINCIPALS: ADMINISTRATOR GOALS
Practice School SGP
Admin. Goals
SGO Average
Summative
Leadership
53
Evaluation Leadership
Principals are rated on their effectiveness in implementing the new evaluation system at the school level, using a state rubric:Domain 1: Building Knowledge and Collaboration
Domain 2: Executing the Evaluation System Successfully
Component 1a: Preparing teachers for successComponent 1b: Building collaboration
Component 2a: Fulfilling requirements of the evaluation systemComponent 2b: Providing feedback, coaching, and planning for growthComponent 2c: Ensuring reliable, valid observation resultsComponent 2d: Ensuring high-quality SGOs
PRINCIPALS: EVALUATION LEADERSHIP
Practice School SGP
Admin. Goals
SGO Average
Summative
Leadership
54
Components Multi-GradeSGP Schools Non-SGP Schools Single Grade
SGP Schools
Principal Practice Instrument 30% 30% 30%
Evaluation Leadership 20% 20% 20%
SGO Average 10% 10% 10%
School SGP 30% 0% 20%
Principal Goals 10% 40% 20%
Total Percentage 100% 100% 100%
Inputs
Student/TeacherOutcomes
Weights for Principals in 2013-14
Shaded percentages are the same across all principal types.
PRINCIPALS
Practice School SGP
Admin. Goals
SGO Average
Summative
Leadership
55
30%
20%10%
20%
20%
Single-Grade SGP Principals
30%
20%
10%10%
30%
Multi-Grade SGP Principals
30%
20%10%
40%
Non-SGP Principals
50%
Stu
dent
Ac
hiev
emen
t 50% Principal
Practice50
% S
tude
nt
Achi
evem
ent 50%
Principal Practice
50%
Stu
dent
Ac
hiev
emen
t 50% Principal
Practice
Weights for Principals in 2013-14
SGO AverageAdministrator GoalsSchool SGP
Principal PracticeEvaluation Leadership
Practice School SGP
Admin. Goals
SGO Average
Summative
Leadership
PRINCIPALS
56
Principals’ Summative Ratings
ComponentRaw Score (1–4 Scale) Weight
Weighted Score
Principal Practice 3.4 x 30% 1.02Evaluation Leadership 3.0 x 20% .60Student Growth Percentile 3.1 x 30% .93Student Growth Objective 3.7 x 10% .37Administrator Goals 3.6 x 10% .36Sum of the Weighted Scores 3.28
3.28
Ineffective
Partially Effective
Effective
Highly Effectiv
e
This is a sample scale. The NJDOE will determine the actual scale prior to September 2013.
1 1.5 2.5 3.5 4.0
Practice School SGP
Admin. Goals
SGO Average
Summative
Leadership
PRINCIPALS
57
Agenda
57 5757
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
Updated May 3, 2013
58
Meaningful Feedback and Support Increased number of conferences (goal setting, post-observation) allows for increased and better professional conversation.
More objective and nuanced observation ratings allow educators to reflect on practice with more depth.
Student achievement scores based on student growth give teachers a more accurate idea of their impact and let them work with administrators to improve results.• All information gathered helps tailor professional
development to meet staff needs.
TEACH. LEAD. GROW.
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Commitment to Communication and Support
Support Examples
Informational Materials and Sample Forms
• Informational guide and presentation•Overviews of new measures•Summative evaluation forms, Goal-setting forms, Sample templates•Evaluation leadership rubric
Presentations and Training
•8 regional presentations• Implementation managers visit districts and schools•Superintendent /Curriculum Directors roundtables•Conferences and symposiums
Guidebooks•Goal-setting methodology and examples• Principal evaluation• Teacher evaluation
Ongoing Communication
•Redesigned website: www.nj.gov/education/achievenj• Phone support: (609) 777-3788•Email support: educatorevaluation@doe.state.nj.us•Regular communication to school leaders and teachers
TEACH. LEAD. GROW.
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2013–14
Final pilot reportSupport for statewide implementationLearning from implementation challengesLearning from implementation resultsAppropriate course adjustmentsPotential additional regulatory changes
2014–15
and Beyond
Cycle of continuous improvement Ongoing data collection and analysisApplying lessons learned and modifying practices as needed
Key Milestones
TEACH. LEAD. GROW.
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Helping All Students Achieve
• NJ students outperform children in most US states on the National Assessment of Educational Progress (NAEP)
• But gaps persist, and student achievement still needs to improve in order to prepare our children to compete in a global economy.
61TEACH. LEAD. GROW.
FIND OUT MORE:
www.nj.gov/education/AchieveNJ educatorevaluation@doe.state.nj.us
609-777-3788
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