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 Common Core AchieveNJ, together with the initiatives to implement Common Core Standards and PARCC assessment, form the key elements to improve student achievement. PARCC Instruction Evaluation and Support Student Achievement Introduction to AchieveNJ 4
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 Introduction to AchieveNJ 5
Effective Teachers Make a Significant Difference Months of Learning Gained (Lost) Compared to Average Teacher Average Teacher +4.8 months -2.7 months State Math Test +2.9 months -3.2 months Balanced Assessment of Mathematics Top 25% of Teachers +1.4 months -1.4 months State ELA Test Bottom 25% of Teachers +5 months -5.8 months SAT9/Open-Ended Reading 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 Introduction to AchieveNJ 6
Goals of New Evaluation and Supports Accurate and differentiated levels of performance Timely, actionable, data-driven feedback Common language and clear expectations Improved student achievement Aligned and targeted professional development Introduction to AchieveNJ 7
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 Introduction to AchieveNJ 8
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+ 6,650 Districts have established District Evaluation Advisory Committees (DEACs) Teacher and leaders involved in School Improvement Panels at the school level Introduction to AchieveNJ 9
Thanks to Our Pilots for Leading the Way 1 1 2 Teacher Evaluation Pilot: 1 2 1 1 1 2 separate 1-year pilot programs 22 pilot districts Number of participating districts in each county 1 1 3 3 2 1 2 Rutgers study outlining challenges and successes 1 1 Principal Evaluation Pilot: 14 pilot districts Forthcoming study by REL Mid- Atlantic Number of participatin g districts in each county 1 2 3 2 1 1 *Does not include Newark and SIG schools 1 Introduction to AchieveNJ 10
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 Introduction to AchieveNJ 11
Agenda Introduction to AchieveNJ Overview of Teacher Evaluation Teach. Lead. Grow. 12
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 All teachers and principals Less than 20 percent of teachers TEACHERS 14
Districts Choose Their Own Observation Measure 7% 1% 5% Teacher Practice Instruments Danielson 2011 9% 9% 42% Danielson 2007 Stronge McREL Marzano 11% 16% Marshall Rhode Island Model Other Practice SGO SGP Summative TEACHERS: PRACTICE 14
OBSERVATIONS TENURED NONTENURED Years 1-2 Multiple Observers NONTENURED Years 3-4 Multiple Observers 3 SHORT OBSERVATIONS 20 MINUTES NO DUAL or EXTERNAL 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 17
TENURED OBSERVATIONS 2 Short Announced Observations 20 Minutes Must Have Pre/Post Conferences Face to Face Meeting For 1 st Observation 2 nd Can be Through iobservation Tool 18
Observation Elements 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 19
TENURED OBSERVATIONS 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 20
NON - TENURED OBSERVATIONS Years 1 and 2 2 Long Announced Observations 40 Minutes Must Have Pre/Post Conferences Face to Face Meeting For 1 st Observation 2 nd Can be Through iobservation Tool 19
NON - TENURED OBSERVATIONS Years 3 and 4 1 Long (40) and 1 Short (20) Announced Observations Must Have Pre/Post Conferences Face to Face Meeting For 1 st Observation 2 nd Can be Through iobservation Tool 20
Non-Tenured Observation Elements Lesson Plan Drives the Selection of the Elements to be Observed 1 st Observation - Open to All Elements for Baseline Data 2 nd Observation - 3 Elements as a Standard Content Elements DQ 2, DQ 3, and/or DQ 4 Always DQ1, Element 1 Learning Goals and Scales 23
NON- TENURED OBSERVATIONS 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 24
Teacher Practice Rating Using iobservation Creating a Soft Landing For Teachers Implementation Year Category Year 1 2013-2014 55 % Year 2 2014-2015 60 % Year 3 2015-2016 65 % 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
Teacher Practice Ratings 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 25 25
Observers Will Be Well-Trained 2 years and Continuing Staff Member All teaching staff members 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 All observers 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 26
Student Growth Percentile 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 All teachers and principals Less than 20 percent of teachers TEACHERS 28
Calculating Student Growth Percentiles All students can show growth. 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. Practice SGO SGP Summative 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. Practice SGO SGP Summative TEACHERS: SGP 29
Understanding 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 All teachers and principals Less than 20 percent of teachers All teachers will set academic goals for their students at the beginning of each school year called Student Growth Objectives (SGOs). TEACHERS 38
All Teachers Set Student Growth Objectives (SGOs) Teachers with an SGP score Teachers without an SGP score 2 SGOs 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 Practice SGO SGP Summative TEACHERS: SG0 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. Practice SGO SGP Summative TEACHERS: SG0 32
Summative Percentages for Graded Subjects Tested Grades and Subjects (Currently grades 4-8, LAL & math) SGOS 15% SGPS 30% TEACHER PRACTICE 55% 55% teacher practice 45% student achievement 41
Summative Percentages Non-Tested Grades and Subjects SGOS 15% TEACHER PRACTICE 85% 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 2013 14 Future Target* 15% Student Achievement 15% 85% 85% Teacher Practice 50% Student Achievement 50% 50% 50% Teacher Practice Teacher Practice Student Growth Objectives Practice SGO SGP Summative Teacher Practice Student Growth Objectives/ Other Measures of Student Learning *The Department will look to incorporate other measures where possible and percentages will change as system evolves. TEACHERS 35
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 3.0 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. 1.0 Points 2.76 Ineffective Partially Effective Effective Highly Effective 1.75 Points 2.5 3.5 Points Points 4.0 Points Practice SGO SGP Summative TEACHERS 36
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. Practice SGO SGP Summative TEACHERS 37
Summative Rating Timeline Details At the summative conference, all available component scores (teacher practice, SGO results) will be discussed. SGP data will be available on the following timeline. Annual summary conference includes: available component measures. NJASK scores released. Department calculates SGP data and sends to districts the SGP and summative rating of each teacher with an SGP score. June October November/ December January Department collects all other component measures for teachers with SGP. Summative rating added to personnel file. Practice SGO SGP Summative 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 Practice SGO SGP Summative TEACHERS 39
Teachers on Corrective Action Plans June December: If SGP isn t available, teachers use Practice measure until data is ready May September: Non-SGP Teachers, CAP is developed by September 15 By February 15: Extra observation done if CAP was created at beginning of school year 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 Practice SGO SGP Summative TEACHERS 40
Agenda Introduction to AchieveNJ Overview of Teacher Evaluation Teach. Lead. Grow. Updated May 3, 2013 47 49 47 47
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. 42
Commitment to Communication and Support Support Informational Materials and Sample Forms Presentations and Training Guidebooks Ongoing Communication Examples Informational guide and presentation Overviews of new measures Summative evaluation forms, Goal-setting forms, Sample templates Evaluation leadership rubric 8 regional presentations Implementation managers visit districts and schools Superintendent /Curriculum Directors roundtables Conferences and symposiums Goal-setting methodology and examples Principal evaluation Teacher evaluation 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. 43
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. TEACH. LEAD. GROW. 53
Summary and Next Steps 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! 54