AchieveNJ: Improved Evaluation and Support for Teachers ... · and ultimately improve student outcomes. • Lead: Align leadership responsibilities with practices that we know have

AchieveNJ: Evaluation and Support for Teachers Modified for

Monroe Township Public Schools by Dr. Kenneth R. Hamilton Dr. Jeff Corey Gorman

September 4, 2013

Agenda

Introduction to AchieveNJ

Overview of Teacher Evaluation

Teach. Lead. Grow.

2

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 3

AchieveNJ is Part of Broader Reforms

Evaluation and

Support

PARCC

Common Core

Student Achievement

Student Achievement

AchieveNJ, together with the initiatives to implement Common Core Standards and PARCC assessment,

form the key elements to improve student achievement.

Instruction


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.

ADMINISTRATORS

PRINCIPALS

TEACHERS

STUDENTS


Effective Teachers Make a Significant Difference

The difference between an effective and ineffective teacher can approach 11 months of learning for a student in one year.

Source: Bill & Melinda Gates Foundation, MET Project

+4.8 months

+2.9 months +1.4 months

+5 months

-2.7 months

-3.2 months

-1.4 months

-5.8 months

Months of Learning Gained (Lost) Compared to Average Teacher

Balanced Assessment of Mathematics

Top 25% of Teachers


Bottom 25% of Teachers

State Math Test

State ELA Test

SAT9/Open-Ended Reading

Average Teacher

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


Key Provisions of TEACHNJ


Support • Required training on the evaluation system • Targeted feedback to drive professional development • School Improvement Panel conducts possible 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

AchieveNJ and 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 schools

311 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

Thanks to Our Pilots for Leading the Way

Teacher Evaluation Pilot:

• 2 separate 1-year pilot programs

• 22 pilot districts

• Rutgers study outlining challenges and successes

1

2

3 2 1 1

1

2 3

3 2 1

1

1

2

1

1

1

2 1

1

1

*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


Lessons Learned from Pilots


Successes Training has additional benefits for professional development, school culture

Common language emerging

Better, more frequent feedback for teachers from administrators

Building momentum for PLCs, data-driven instruction

Linking teacher practice data to professional development

Challenges Capacity to conduct observations

Quality evaluation training and proof of mastery

Some key policy questions not fully answered in year 1: • Use of growth measures • Calculating summative rating • Determining measures for non-tested grades and subjects

Agenda



Teach. Lead. Grow.

12

14

Evaluations Use Multiple Measures

• The TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources.

Student Growth Percentile

(SGP)

Based on NJ ASK

performance

Student Growth Objective

(SGO)

Set by teacher and principal

Summative Rating

Overall evaluation score

Less than 20 percent of teachers

All teachers and principals

TEACHERS

Student Achievement Practice

Teacher Practice

Based on classroom

observations

Districts Choose Their Own Observation Measure

42%

16%

11%

9%

9%

1% 5%

7%

Teacher Practice Instruments

Danielson 2011

Danielson 2007

Stronge

McREL

Marzano

Marshall

Rhode Island Model

Other

Practice SGP SGO Summative

TEACHERS: PRACTICE 14

17

OBSERVATIONS

3 SHORT OBSERVATIONS

20 MINUTES

NO DUAL or EXTERNAL

TENURED

NONTENURED Years 1-2 Multiple Observers

NONTENURED Years 3-4 Multiple Observers

2 LONG OBSERVATIONS

1 SHORT OBSERVATION

40 MINUTES LONG 20 MINUTES SHORT

1 LONG OBSERVATIONS

2 SHORT OBSERVATION

40 MINUTES LONG 20 MINUTES SHORT

Corrective Action Plan +1 Long

2 Short Announced Observations 20 Minutes

Must Have Pre/Post Conferences

• Face to Face Meeting For 1st Observation • 2nd Can be Through iObservation Tool

TENURED OBSERVATIONS

18

Lesson Plan Drives the Selection of the Elements to be Observed

• 3 Elements as a Standard in Any One Observation

Based on Deliberate Practice (Pre-Plan Elements)

• Content Elements DQ 2, DQ 3, and/or DQ 4

• Always DQ1, Element 1 – Learning Goals and Scales

Observation Elements

19

1 Short Unannounced Observation 20 Minutes

Post Conference Only

Lessons Enacted on the Spot and Routine Events

• DQ 1, DQ 5, DQ 6, DQ 7, DQ 8, and DQ 9

TENURED OBSERVATIONS

20

19

Years 1 and 2

2 Long – Announced Observations 40 Minutes


• Face to Face Meeting For 1st Observation

• 2nd Can be Through iObservation Tool

NON - TENURED OBSERVATIONS

20

Years 3 and 4

1 Long (40) and 1 Short (20) Announced Observations


• Face to Face Meeting For 1st Observation

• 2nd Can be Through iObservation Tool

NON - TENURED OBSERVATIONS

Lesson Plan Drives the Selection of the Elements to be Observed

• 1st Observation - Open to All Elements for Baseline Data

• 2nd Observation - 3 Elements as a Standard

• Content Elements DQ 2, DQ 3, and/or DQ 4

• Always DQ1, Element 1 – Learning Goals and Scales

Non-Tenured Observation Elements

23

1 Short Unannounced Observation 20 Minutes Post Conference Only

• Lessons Enacted on the Spot and Routine Events

• DQ1, DQ 5, DQ 6, DQ 7, DQ 8, and DQ 9

NON- TENURED OBSERVATIONS

24

Implementation Year Category

Year 1 – 2013-2014 55 %

Year 2 – 2014-2015 60 %

Year 3 – 2015-2016 65 %

Teacher Practice Rating

Using iObservation Creating a Soft Landing

For Teachers

25

Teacher Practice Rating 50% For Tested Grades

85% For Non-Tested Grades and Subjects

Domains Highly

Effective (4) Effective (3)

Partially Effective (2)

Ineffective (1)

D1, D2, D3,D4 At least 55% at Level 4

At least 55% at Level 3 or

higher

Less than 55% at Level 3 or higher and less than

50% at levels 1, 0

Greater than or equal to

50% at Levels 1, 0

26

25 25

• All 60 Elements Will Not be Rated and Included in Teachers’ Annual Summative Evaluation

• Teacher and Principal Will Collaborate on the

Elements From Domains 1, 2, 3, and 4 to be Included In Teachers’ Summative Evaluation

Teacher Practice Ratings

Observers Will Be Well-Trained – 2 years and Continuing

Staff Member

All teaching staff members

All observers

Superintendents/Chief school administrators

(CSAs)


TEACHERS: PRACTICE 26

Training

Must be trained on all components of the evaluation rubric

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

Must certify every year that observers have been trained

28

Student Growth Percentile Overview

Teacher Practice

Based on classroom

observations


(SGP)

Based on NJ ASK

performance


(SGO)


Summative Rating




Practice Student Achievement

TEACHERS

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 28

Student Growth Percentiles

• For Grades 4 – 8 teachers that are considered “tested” more information will be provided to you where you will have a chance to understand how SGPs are calculated and ask any questions about the process.


TEACHERS: SGP 29

38

Understanding Student Growth Objectives

Teacher Practice

Based on classroom

observations


(SGP)

Based on NJ ASK

performance


(SGO)


Summative Rating




All teachers will set academic goals for their students at the beginning of each school year – called Student Growth Objectives (SGOs).

Practice Student Achievement

TEACHERS

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: SG0

Teachers with an SGP score 2 SGOs

Teachers without an SGP score 2 SGOs

38

Basic SGO Training 9:00 – 10:00 Today

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 on available data.

3. With principal or 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 principal or supervisor .


TEACHERS: SG0 32

TEACHER PRACTICE

55%

SGPS 30%

SGOS 15%

Summative Percentages for Graded Subjects

• 55% teacher practice • 45% student achievement

Tested Grades and Subjects (Currently grades 4-8, LAL & math)

41

TEACHER PRACTICE

85%

SGOS 15%

Summative Percentages Non-Tested Grades and Subjects

Teacher in Non-Tested Grades and Subjects: Student Achievement will be 15% in SY13-14, Teacher Practice will be 85%. 42

Component Weighting: Non-Tested Grades

85%

15%

2013–14

Teacher Practice

Student Growth Objectives

50% 50%

Future Target*

Teacher Practice

Student Growth Objectives/ Other Measures of Student Learning

50% Student

Achievement

50% Teacher Practice

85% Teacher Practice

15% Student

Achievement

*The Department will look to incorporate other measures where Practice SGO SGP Summative possible and percentages will change as system evolves.

TEACHERS 35

Teachers’ Summative Ratings

2.76 This is a sample scale. The NJDOE will determine the actual scale prior to September 2013.

Practice SGO SGP Summative

TEACHERS 36

Ineffective Partially Effective Effective Highly Effective

1.0 Points

1.75 Points

2.5 3.5 Points Points

4.0 Points

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 3.0 x 15% .45

Sum of the Weighted Scores 2.76

Summative Rating Timeline Rationale

Teachers 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.


TEACHERS 37

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.


TEACHERS 38

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 39

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

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


TEACHERS 40

47 47 47

Agenda

49



Teach. Lead. Grow.

Updated May 3, 2013

Meaningful Feedback and Support

TEACH. LEAD. GROW. 42

• 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.

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: [email protected] • Regular communication to school leaders and teachers

http://www.nj.gov/education/achievenj

mailto:[email protected]

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.


Training in September; Half Day in January and Throughout The Year

Non-Tested Subcommittee Meeting Now Through End of Year for SGOs

Teachers Will Have Resources and Training to Succeed Deliberate Practice - Focus on Teacher Growth Teacher Select Elements Creating Soft Landings – Ensuring Highly Effective & Effective Summative Ratings are Attainable Meaningful Phase in…Doing What is Right for Monroe!

Summary and Next Steps

54

Documents

AchieveNJ: Improved Evaluation and Support for Teachers ... · and ultimately improve student outcomes. • Lead: Align leadership responsibilities with practices that we know have