teacher evaluation guidebook docs...in january, 2012, as part of this process, the paterson public...

Revised: Summer 2019

Teacher Evaluation Guidebook Eileen Shafer

Superintendent of Schools

Staff Member Name: _____________________________________________

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Dear Teachers:

We have now completed another full year of implementing the statewide TEACHNJ/AchieveNJ for teacher evaluation. We have learned much during this process, including a greater focus on instructional feedback and enhancing opportunities for professional growth. We have also witnessed that the continued standards and expectations for teaching and learning shifted to a rigorous instructional model that is required to be implemented in every classroom.

Quality instruction is at the heart of our school district. Our goal is to ensure each student meet high levels of success in a nurturing environment. As I visit schools and classrooms, I see evidence of your commitment to the students of the Paterson Public Schools.

Today, you are receiving the Paterson Public School District’s Teacher Evaluation Guidebook. We have worked to make this an inclusive guidebook that is user-friendly for all to refer to during the school year. The District is committed to the success of our students and your success as an educator. Your instructional leader will review this document with you along with the required annual evaluation process refresher. If you are new to our school District or taking on a new role, congratulations and welcome! Please know there are specific training sessions that are required and are available to you. Communicate with your instructional leader on how to register. Please sign the acknowledgment of receipt below. Maintain a copy for your record and share a copy with your instructional leader.

I wish you a successful school year and I look forward to visiting your school/department.

Sincerely,

Eileen F. Shafer, M. Ed. Superintendent of Schools

I acknowledge receipt of the Teacher Evaluation Guidebook for use throughout the school year. Name: School:

Signature: Date:

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TEACHER EVALUATION GUIDEBOOK

Table of Contents

Timeline and Context .........................................................................................................................................................................................................................................................1 Overview ............................................................................................................................................................................................................................................................................2

Context of Evaluation System ..............................................................................................................................................................................................................................2 Purpose and Intention of Evaluation Process .....................................................................................................................................................................................................................4 Components of Evaluation Process ...................................................................................................................................................................................................................................5 Pre-Conference ............................................................................................................................................................................................................................................................. 6-7 Observation ................................................................................................................................................................................................................................................................. 8-11 Evaluation Component Weights ......................................................................................................................................................................................................................................12 Evaluation Process: Year 1-2 Non-Tenured Teacher ................................................................................................................................................................................................ 13-16 Evaluation Process: Year 3-4 Non-Tenured Teacher ................................................................................................................................................................................................ 17-20 Evaluation Process: Tenured Teacher ...................................................................................................................................................................................................................... 21-24 Corrective Action Plan (CAP) .................................................................................................................................................................................................................................... 25-30 Time to Think and Reflect ...............................................................................................................................................................................................................................................31 Evaluation Process: Snapshot of Teacher Practice and Student Performance Expectations .........................................................................................................................................32 Evaluation Process: Classroom Visit ...............................................................................................................................................................................................................................33 Evaluation Process: Growth Objective ...................................................................................................................................................................................................................... 34-36

Student/Program Growth Objective Timelines ..................................................................................................................................................................................................37 Characteristics of an Excellent Student Growth Objective .................................................................................................................................................................................38 Characteristics of an Excellent Program Growth Objective ................................................................................................................................................................................39 Student Growth Objective Quality Scoring Rubric with Checklist ................................................................................................................................................................. 40-42

Evaluation Process: Median Student Growth Percentile ..................................................................................................................................................................................................43 Evaluation Process: Roster Verification ...........................................................................................................................................................................................................................44 Time to Think and Reflect ......................................................................................................................................................................................................................................... 45-46 Evaluation Process: Post Conference ........................................................................................................................................................................................................................ 47-48

Quality Evidence and Support for Continued Improvement ......................................................................................................................................................................... 49-49 Time to Think and Reflect ...............................................................................................................................................................................................................................................51 Evaluation Process: Summative Evaluation Conference .................................................................................................................................................................................................52 Summative Cut Score Rating Scale ................................................................................................................................................................................................................................53

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Table of Contents

School Improvement Panel (ScIP) ..................................................................................................................................................................................................................................54 Corrective Action Plan ......................................................................................................................................................................................................................................................55 Corrective Action Plan Template ................................................................................................................................................................................................................................ 56-57 Teacher Tenure Acquisition ............................................................................................................................................................................................................................................58 Revocation of Tenure ......................................................................................................................................................................................................................................................59 Instructional Improvement Plan ........................................................................................................................................................................................................................................60 Instructional Improvement Template .......................................................................................................................................................................................................................... 61-62 Time to Think and Reflect ...............................................................................................................................................................................................................................................63 Withholding of Increment ..................................................................................................................................................................................................................................................64

Paterson Board of Education Policy 3152 .........................................................................................................................................................................................................65 Time to Think and Reflect ...............................................................................................................................................................................................................................................66 Non-Renewal ....................................................................................................................................................................................................................................................................67 Time to Think and Reflect ...............................................................................................................................................................................................................................................68 Summative Scoring Process for Teacher Practice ..................................................................................................................................................................................................... 69-73 Concluding the Summative Evaluation for the School Year .............................................................................................................................................................................................74 Celebrations and Challenges ..........................................................................................................................................................................................................................................75 Time to Think and Reflect ...............................................................................................................................................................................................................................................76

Professional Educator Performance Standards ......................................................................................................................................................................................................... 77-78 Digging Deeper to Unpack Professional Educator Standards ...................................................................................................................................................................... 79-82 Performance Standard #1: Preparation for Instruction ................................................................................................................................................................................. 83-89 Performance Standard #2: Use of Data to Inform Instruction ...................................................................................................................................................................... 90-96 Performance Standard #3: Delivers Quality Instruction ............................................................................................................................................................................. 97-107 Performance Standard #4: Interventions to Meet Diverse Needs ............................................................................................................................................................ 108-114 Performance Standard #5: Classroom Environment ................................................................................................................................................................................ 115-123 Performance Standard #6: Leadership .................................................................................................................................................................................................... 124-130 Performance Standard #7: Professional Responsibilities ........................................................................................................................................................................ 131-137

Promoting Common Language .............................................................................................................................................................................................................................. 138-142 Helpful Links/Resources ................................................................................................................................................................................................................................................. 143

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Table of Contents Forms Used to Support Evaluation System .................................................................................................................................................................................................................... 145

Classroom Visitation and Support Form........................................................................................................................................................................................................... 146 Teacher Pre-Conference Form ........................................................................................................................................................................................................................ 147 Teacher Post-Conference Form ....................................................................................................................................................................................................................... 148 Teacher Observation Form .............................................................................................................................................................................................................................. 149 Annual Summary Conference Form (mSGP) .................................................................................................................................................................................................. 150 Annual Summary Conference Form (Non-SGP) ............................................................................................................................................................................................ 151 Annual Summary Conference Form (No Summative Rating) .......................................................................................................................................................................... 152

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1 Revised: Summer 2019

Timeline and Context

Historically The same checklist structure was used for several decades to evaluate tenured and non-tenured teachers. Tenured and non-tenured teachers had one observation per year.

Legislation On August, 6, 2012, TEACH-NJ Act that mandated a new educator evaluation system and signed into law by Governor Christie

District Pilot In January, 2012, as part of this process, the Paterson Public Schools proactively developed a cohort of Pilot schools that would test the teacher rubrics. The pilot schools inclusive of seven (7) elementary schools inclusive of two SIG schools and one kindergarten center: 1, 3, 4, 7, 10, 27, Early Learning Center; and four (4) secondary schools: Academy of Culinary Arts, Hospitality and Tourism, Academy of Government and Public Administration, Academy of Information Technology, and Rosa Parks High School.

Crosswalk We developed a crosswalk between the current system and the rubric/performance based system. The crosswalk allowed the principal to begin to build capacity as a teacher evaluator through the lens of the performance based system. This also was the opportunity for the teachers to get acclimated to the performance based system that will measure their practice through the lens of 7 domains and 4 levels of proficiency. The crosswalk included the use of the Performance Rubrics with expected parallel performance behaviors.

Training (Teachers)

Trained teachers on Performance Rubrics and practices aligned to rubrics • Strengthened teachers’ capacity to write thorough lesson objectives, and student demonstrations of learning • Increased student engagement techniques via Multiple Response Strategies • Provide ongoing use and refinement of the teacher practice framework.

Trainings: August 18-19 2011; August 25-27, 2011; September 19-21, 2011; October 8, 2011; August 21-30, 2012 (topics included: LAL Common Core, Instructional Strategies, Demonstrations of Learning), September 4-5, 2012, October 12, 2012, and February 15, 2013Teacher Performance Rubric Training.

Training (Administrators)

Trained principals with on-going support on Principal Performance Rubrics and opportunities for additional professional growth Trainings: September 27, 2010; November 15, 2010; January 10-11, 2010; January 12, 13, February 23, 24, March 30, 31,2011; June 9, 2011; August 18-19, 2011; August 30-31, 2011; October 6-7, 2011; November 14-15, 2011; December 12-13, 2011; January 17-21, 2012; February 14-15, 2012; February 27-28, 2012; July 26-28, 2012; August 20-24, 2012

Training (Evaluators)

All principals have attended multiple training sessions 2010, 2011, 2012. Continued trainings for all administrators were held June 26, 27, 28, August 20, 21, 22, 23 and 24, 2012. Additionally, a year-long training for evaluators of principals(Assistant Superintendents and Executive Directors)

Approval Adoption Focal Point’s Teacher Performance Evaluation Rubric was approved by NJDOE on September 7, 2012 and adopted by the Paterson Board of Education on December 19, 2013 Focal Point’s Principal Performance Evaluation Rubric was approved by NJDOE on October 4, 2012 and adopted by the Paterson Board of Education on December 19, 2013


Overview This Paterson Public Schools District Teacher Evaluation Guidebook shares the expectations and resources for the teacher evaluation system and the accompanying Focal Point’s Teacher Performance Evaluation Rubric. The Teacher Evaluation Guidebook is organized to support high outputs for teaching and facilitating a culture of professional feedback. Using the Teacher Evaluation Guidebook, staff members can benefit in furthering their knowledge in areas such as professional learning and evaluation components. It will assist teachers in becoming more effective practitioners and support increased student achievement. We encourage all users of this guidebook to use the reflective portion of this guidebook to verify, clarify and restate various components of the evaluation system to further reinforce new learning.

This guidebook includes valuable information and explanations of:

• Teacher Evaluation Process • Teacher Observation Process • Student Achievement Components of Evaluation Process • Latest New Jersey Department of Education Updates

Context of Evaluation Sy stem

The TEACHNJ Act (“TEACHNJ”) is the bipartisan tenure reform approved unanimously by the legislature and signed into law by Governor Christie on August 6, 2012. The goal of the law is to “raise student achievement by improving instruction through the adoption of evaluations that provide specific feedback to educators, inform the provision of aligned professional development, and inform personnel decisions.” At its core, TEACHNJ reforms the processes of earning and maintaining tenure by improving evaluations and opportunities for professional growth. Specifically: Tenure decisions are now based on multiple measures of student achievement and teacher practice as measured by new evaluation procedures. Lengthy and costly tenure hearings are shorter, focused on process only, and less expensive. Educator feedback and development is more individualized and focused on students.

The TEACHNJ legislation applies to “teaching staff” who currently work in New Jersey public schools with the exception of charter schools, which are not addressed in the law. Teaching staff, as defined by the law, includes individuals in the positions of: Teacher, Principal (other than administrative principal), Assistant principal (AP)/vice-principal (VP), Assistant superintendent, All school nurses including school nurse supervisors, head school nurses, chief school nurses, school nurse coordinators, and any other nurse performing school nursing services, School athletic trainer, and Other employees required to hold appropriate certificates issued by the board of examiners.


AchieveNJ provides the details and support structures necessary to allow districts to implement the law effectively. The AchieveNJ evaluation and support system is structured around several guiding principles; each one describes improvements from previous state policies.

Educator effectiveness can and should be measured to ensure our students have the best teachers in the classroom. A three-year study by the Bill & Melinda Gates Foundation recently affirmed the impact of evaluations and showed that huge variations exist between the most and least effective teachers — in some cases, up to an 11-month difference in student learning.

Evaluations should always be based on multiple measures that include both learning outcomes and effective practice. No teacher or principal should ever be assessed by test scores alone, much less a single test. Therefore, AchieveNJ includes a combination of student growth on objective measures and observations of a teacher's classroom practices and a principal's leadership practices conducted by appropriately trained observers.

Timely feedback and high-quality professional development, tied to evaluations, are essential to help educators improve. Evaluations provide educators with more opportunities to engage in high-quality professional conversations and nuanced data that can be used to tailor professional development to staff needs. Evaluations that do not contribute to these types of growth and development offer limited value.

Evaluation and support systems should be developed with significant input from educators. We have been working every step of the way with those most affected: Teachers and principals.

Tenure and other forms of recognition should be based on effectiveness. As codified in the new tenure law passed in 2012, educators should be recognized and rewarded based on the outcome of meaningful evaluations rather than simply time served.


Our Purpose Our Intention

Our core business is teaching and

learning

Quality

Assurance

Demonstrated Ability to Teach

Enhanced Professional

Practice

Consistent and Well-versed

Skillsets

Concrete and Tangible Feedback

Willful and Reflective

Growth


What are the components of the evaluation process?


What is the evaluation process…Pre-conference?

Observation

Classroom Visit

Student Achievement Growth Objective mSGP

Post Conference

Pre-Conference

Summative Conference


Pre-conference Pre-conference- complete a series of questions to invite reflection and provide specific areas of the Professional Educator Standards that will be addressed during the actual observation. Upon participation in the required training session and receipt of the District Teacher Evaluation Guidebook, the staff member may

complete the pre-conference form A pre-conference, when required, shall occur at least one work day but not more than seven teaching staff member working days

prior to the observation. In the case of staff member being absent, the pre-conference will be used on the return date of the staff member. For all teachers, at least one of the required observations shall be announced and preceded by a pre-conference.

Provides an opportunity for success and focused professional growth Teachers present for less than 40% of the total school days in an academic year must receive at least two (2) observations:

Best Practice: Pre-Conference Roles and Responsibilities

Observers:

Must be trained on all observation rubric within purview of service and job description (~NJAC 6A:10-2.2).

Must be employed in the district Must serve in a supervisory role in the district Must possess an administrative certificate (supervisor,

principal, or administrator endorsement)


For the Staff Member Being Observed For the Staff Member Conducting the Observation 1. Access and complete respective Pre-Conference Form within Media-X.

Check the pacing guide/expected standards; ensure that instruction is in on schedule • Rehearse and verbally describe the upcoming lesson/unit sequence: • learning goals/objectives • instructional episodes/parts of the lesson • how learning will be assessed • appropriate activities/instructional strategies to be used and why •Demonstration of Learning (DOL)

1. Access and review the completed Pre-Conference Form within Media-X. Understand the staff member’s goals and the design for the lesson/unit. Use probing and clarification questions to ensure that learning goals, assessments, and activities are clearly articulated and aligned with one another.

2. Identify the part of the lesson/unit sequence that the administrator will observe (where applicable).

2. Note the part of the lesson/unit sequence that you’ll be observing (where applicable). Decide which observation form(s) you’ll use to collect evidence.

3. Picture how the lesson will go. Share any concerns, challenges, or problems that you might have related to the content, specific students, or the class as a whole. Gather feedback and support from the administrator and options to support specific need/areas of focus.

3. Encourage the staff member to use prior knowledge and experiences to address specific challenges. (“Can you think of a time when more students completed their homework? Why might that have been? What can you learn from that experience?”) Address any remaining concerns by problem solving as a team.

4. Tell the observer what you’d like him/her to focus on within the designated standards (e.g., how many students are actively participating). Think about the kind of data/high quality evidence that would help you evaluate the success of your lesson.

4. Help the staff member decide what he/she wants you to look for during the lesson and what kinds of data would be most useful to collect.

5. Think of your lesson as a professional learning opportunity, not as a performance to be judged.

5. Reinforce the ultimate purpose of the observation process— to initiate a focused, collaborative, and productive dialogue about how to improve teaching and learning.

Long-term substitutes under contract in the district who are currently working toward earning tenure or may soon be working toward earning tenure in the district should be evaluated in the same way all contract teachers are evaluated in that district. Source: Thoughtful Classroom What is the evaluation process…Observation?


Conducting an Observation Observation- means a method of collecting data on the performance of a teaching staff member's assigned duties and responsibilities (a given staff member’s schedule would specify the given block of time, content/subject matter, etc.). An observation for the purpose of evaluation will be included in the determination of the annual summative evaluation rating N.J.A.C. 6A:9-1.1. Types: "Announced observation" means an observation in which the person conducting an evaluation for the purpose of evaluation will

notify the teaching staff member of the date and the class period that the observation will be conducted.

"Unannounced observation" means an observation in which the person conducting an observation for the purpose of evaluation will not notify the teaching staff member of the date or time that the observation will be conducted.

"Co-observers" shall use the co-observation to promote accuracy in scoring, and to continually train themselves (observers) on the instrument. ii. A co-observation shall count as one required observation for the purpose of evaluation pursuant to N.J.A.C. 6A:10-4.4, as long as the observer meets the requirements set forth in N.J.A.C. 6A:10-4.3 and 4.4;

Key Consideration: Multiple observers are required for all non-tenured teachers and those on CAPs. Multiple observers are highly recommended for tenured teachers. A co-observation may not fulfill the requirement of multiple observers. The co-observations are for training administrators and

multiple observers are for enhancing the observation process for teachers. Teachers present for less than 40% of the total school days in an academic year must receive at least two (2) observations.


Explanation of Rubric Levels for Evaluation System The development of the explanation for the rubric levels was in response to requested clarification on the Focal Point Evaluation System scoring scale. The explanation of the rubric levels for the Focal Point Evaluation System was facilitated by the feedback and input of District Evaluation Advisory Committee (DEAC) members and colleagues within the District.

Unsatisfactory Unacceptable Practice and Outcomes Evidence of little or no knowledge and minimal implementation of performance standards. Does not meet minimal performance standards and needs substantial improvement.

Progressing Inconsistent Practice and Outcomes Evidence of basic knowledge and implementation of performance standards. Integration of performance standards are not evident. Teacher is making progress towards proficiency.

Proficient Consistent Practice and Outcomes Evidence of sound knowledge, implementation and integration of performance standards. Evidence of a clear proficiency and skill in the performance area.

Exemplary Exceptional Practice and Outcomes Evidence of high levels of knowledge, implementation and integration of performance standards. There is evidence of leadership initiative and willingness to model and serve as a mentor for colleagues.

Unsatisfactory (1)

Progressing I (2)

Progressing II (3)

Proficient I (4)

Proficient II (5)

Proficient III (6)

Exemplary (7)

To what extent is my practice consistent in this category: • Unsatisfactory: Consistently

unacceptable practice and outcomes with little or no knowledge and minimal implementation of performance standards.

To what extent is my practice consistent in this category: • Progressing I: Inconsistent

practice and outcomes of basic knowledge and implementation of performance standards.

• Progressing II: Progress towards consistency in practice and outcomes of basic knowledge and implementation of performance standards.

To what extent is my practice consistent in this category: • Proficient I: Inconsistent

practice and outcomes of sound knowledge, implementation and integration of performance standards.

• Proficient II: Consistent practice and outcomes of sound knowledge, implementation and integration of performance standards.

To what extent is my practice consistent in this category: • Proficient III: Consistent

practice and outcomes of high levels of knowledge, implementation and integration of performance standards.

• Exemplary: Exceptional practice and outcomes of high levels of knowledge, implementation and integration of performance standards.


Best Practice: Conducting Observations (Part I)

For the Staff Member Being Observed For the Staff Member Conducting the Observation 1. Long-term substitutes under contract in the District who are currently

working toward earning tenure or may soon be working toward earning tenure in the District should be evaluated in the same way all contract teachers are evaluated in that district.

1. All administrators conducting evaluations must receive annual training on each component of the evaluation rubric including SGOs

Unsatisfactory, Progressing, Proficient, and Exemplary represents the four (4) possible described categories a staff member can earn during an observation.

Expanded the four (4) existing categories to include seven (7) possible point options for the staff to earn.

Provides specific description on how to earn one of the option for points within a given category. The higher of each point within most of a given category of points, reflect a greater level of demonstrated practice and performance for the staff member.


2. Teach the lesson to the class. Pay attention to decisions that you make while teaching and the thinking processes behind those decisions.

2. Before the observation begins, review the objective, Demonstration of Learning (DOL) essential questions, teaching behaviors, and student behaviors for whatever instructional episode(s)/part of the lesson you’ll be observing. The staff member’s schedule would specify the given block of time, content/subject matter, etc. to be observed.

3. Pay attention to student learning and engagement: • Are all students learning? Or just some? • Are all students engaged? Or just some? Look for evidence to support your conclusions. Think: What adjustments can I make? What modifications do I need to make and why?

3. Observe (don’t judge!) staff member demonstrated performance. Look for evidence relevant to the indicators being addressed. Examine the effect of the staff member’s behaviors on student learning, engagement, and achievement.

4. Reflect on the lesson as a whole. Think about the lessons structure, the decisions you made while teaching, students’ level of engagement and achievement, etc.

4. Indicate whether individual indicators/behaviors are evident, not evident, or a “missed opportunity.”

Source: Thoughtful Classroom

Best Practice: Conducting Observations (Part II)

For the Staff Member Being Observed For the Staff Member Conducting the Observation

1. Observations are performed by trained staff. All observers and those being observed must be trained on the instrument before evaluating or being evaluated. Annual Refresher is conducted by the immediate supervisor each year for returning staff. Newly hired staff members are trained via central office in a comprehensive manner on the evaluation system.

2. Collect quantitative and qualitative evidence that captures the observed behavior and speech of the teacher and students. Gather authentic quotes from students and teacher that reflect the teaching and learning being observed.


3. All observers and those being observed must participate in yearly "refresher" training. Maintain record of such annual “refresher” training. Annual refresher training does not replace the comprehensive training session for all newly hired staff members.

4. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference conducted by April 15th. These teachers will not receive a final summative score.

5. Teachers hired after March 15th are required to have one long observation with a pre and post-conference conducted by April 15th. These teachers will not receive a final summative score.

6. Teachers in the classroom for less than 40% of the school year will be observed two (2) times. 7. Tenured teachers returning from leaves and/or sabbaticals will follow the dates and guidelines outlined above and will not receive a summative score. 8. Sign finalized observations/summative conference form after post conferences by both the immediate supervisor and the staff member. Applying

signatures does not represent agreement with the observation. Source: AchieveNJ

Evaluation Component Weights

Non-Tested Grade and Subject/Non-Median Student Growth Percentile (mSGP)

Tested Grade and Subject/Median Student Growth Percentile (mSGP)


mSGP

Non-mSGP

Evaluation System


Non-Tenured Year 1-2

Use the following tables for specific expectations on the observation and evaluation of teachers:

Table 1: Observations for Non-Tenured: (Years 1 and 2) starting prior to February 1st Type of Support

Required Number

Duration/Minutes Pre-Conference Post Conference Observation Standard Per Round

Summative Evaluation Conference

Long Observations

1 40 Required Required Round #1: 1,3,5

Round #2: 1,2,3,4

Round #3: 4,5,6,7

Summative Evaluation Conference would be completed based on two growth objective using either: “For Teachers Not Receiving mSGP Score” (Non-

tested/grade and subject) “For Teachers Receiving mSGP Score” (Tested/grade and

subject)

1 40 Required Required

Short observation

1 20 Not Required Required

Classroom/Site Visits

3 10 Not Required Emailed via Media X Not used in the calculation of Summative Evaluation Conference

What does the observation process look like for a Year1-2 non-tenured teacher/long term substitute starting prior to February 1st?


Checklist: At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days. Post conference included the review of artifacts/evidence for professional practice to support the respective observation Multiple observers are required All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference

conducted prior to April 15th. These teachers will not receive a final summative score. Teachers hired after March 15th are required to have one long observation with a pre and post-conference conducted by April 15th. These teachers will not

receive a final summative score.


Table 2: Observations for Non-Tenured: (Years 1 and 2) starting after February 1st or within District less than 40% of the school year Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard

Per Round Summative Evaluation Conference

Long Observation 1 40 Required Required Round #2: 1,2,3,4

Round #3: 4,5,6,7

Summative Evaluation Conference would be completed using: For Teachers Not Receiving

Summative Rating These teachers will not receive a final

summative score

Short observation 1 20 Not Required Required

Classroom/Site Visits 2 10 Not Required Emailed via Media X Not used in the calculation of Summative Evaluation Conference

What does the observation process look like for a Year1-2 non-tenured teacher/long term substitute starting after February 1st or within District less than 40% of the school year?


Checklist: At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days. Post conference included the review of artifacts/evidence for professional practice to support the respective observation Multiple observers are required All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. These teachers will not receive a final summative score. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference

conducted prior to April 15th. These teachers will not receive a final summative score.


Table 3: Observations for Non-Tenured: (Years 1 and 2) starting after 3/15 Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard


Long Observation 1 40 Required Required

Round #3: 1,2,3,4,5,6,7

Summative Evaluation Conference would be completed using: For Teachers Not Receiving Summative

Rating These teachers will not receive a final

summative score Classroom/Site Visits 1 10 Not Required Emailed via Media X Not used in the calculation of Summative

Evaluation Conference Checklist:

What does the observation process look like for a Year1-2 non-tenured teacher/long term substitute starting after 3/15?


At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days. Post conference included the review of artifacts/evidence for professional practice to support the respective observation Multiple observers are required All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference


Non-Tenured Year 3-4



Table 4: Observations for Non-Tenured: (Years 3 and 4) starting prior to February 1st Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard Per

Round Summative Evaluation Conference


Round #1: 1,3,5

Round #2: 1,2,3,4

Round #3: 4,5,6,7

Summative Evaluation Conference would be completed based on two growth objective using either: “For Teachers Not Receiving mSGP

Score” (Non-tested/grade and subject) “For Teachers Receiving mSGP

Score” (Tested/grade and subject)


1 20 Not Required Required


Checklist: At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days.

What does the observation process look like for a Year 3-4 non-tenured teacher/long term substitute starting prior to February 1st?


Post conference included the review of artifacts/evidence for professional practice to support the respective observation Multiple observers are required All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference



Table 5: Observations for Non-Tenured: (Years 3 and 4) starting after February 1st or within District less than 40% of the school year Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard



Round #2: 1,2,3,4

Round #3: 4,5,6,7

Summative Evaluation Conference would be completed using: For Teachers Not Receiving

Summative Rating These teachers will not receive a final

summative score



Checklist: At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days. Post conference included the review of artifacts/evidence for professional practice to support the respective observation

What does the observation process look like for a Year3-4 non-tenured teacher/long term substitute starting after February 1st or within District less than 40% of the school year?


Multiple observers are required All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference


Use the following tables for specific expectations on the observation and evaluation of teachers: Table 6: Observations for Non-Tenured: (Years 3 and 4) starting after 3/15 Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard



Round #3: 1,2,3,4,5,6,7

Summative Evaluation Conference would be completed using: For Teachers Not Receiving Summative

Rating These teachers will not receive a final

summative score/rated year Classroom/Site Visits 1 10 Not Required Emailed via Media X Not used in the calculation of Summative

Evaluation Conference Checklist: At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days. Post conference included the review of artifacts/evidence for professional practice to support the respective observation Multiple observers are required

What does the observation process look like for a Year 3-4 non-tenured teacher/long term substitute

starting after 3/15?


All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference


Tenured Year


Use the following tables for specific expectations on the observation and evaluation of teachers: Table 7: Observations for Tenured Staff Members Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard Per



Round #1: 1,2,3,4,5

Round #2: 1,2,3,4,5,6,7






Checklist: At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days. Post conference included the review of artifacts/evidence for professional practice to support the respective observation Multiple observers are required

What does the observation process look like for a tenured teacher?


All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Attendance verification is required through Human Resources for staff members returning from Leave of Absence/LOA in order to determine eligibility for a rated

year.

Use the following tables for specific expectations on the observation and evaluation of teachers: Table 8: Observations for Tenured Staff Members (Staff who only receives one (1) observation) Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard Per Round Summative Evaluation Conference Long Observation 1 40 Required Required

Round #1: ALL Standards must be completed within the one observation.

Summative Evaluation Conference would be completed based on two growth objective using: “For Teachers Not Receiving mSGP

Score” (Non-tested/grade and subject)

Classroom/Site Visits 3 10 Not Required Emailed via Media X Not used in the calculation of Summative

Evaluation Conference

Checklist: At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days. Post conference included the review of artifacts/evidence for professional practice to support the respective observation Multiple observers are “highly recommended” All signatures are applied to each observation

What does the observation process look like for a tenured teacher?

(Staff members who only receive one (1) observation)


All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Attendance verification is required through Human Resources for staff members returning from Leave of Absence/LOA in order to determine eligibility for a rated

year.

Use the following tables for specific expectations on the observation and evaluation of teachers: Table 9: Observations for Tenured Staff Members: Highly Effective Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard Per


Short observation 1 20 Required Required

Round #1: 1,2,3,4,5

Round #2: 1,2,3,4,5,6,7






Checklist: At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days. Post conference included the review of artifacts/evidence for professional practice to support the respective observation Multiple observers are “highly recommended” All signatures are applied to each observation

What does the observation process look like for a tenured highly effective teacher?


All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Attendance verification is required through Human Resources for staff members returning from Leave of Absence/LOA in order to determine eligibility for a rated

year.

Corrective Action Plan (CAP)


Conducting an Observation for Corrective Action Plan (where applicable) Observations for Teachers on a CAP- Corrective Action Plan (CAP) any teaching staff member who is rated Ineffective or Partially Effective (summative score of 2.64 or below) on their evaluation will receive additional support through a Corrective Action Plan (CAP). • At least one extra observation for a minimum of 20 minutes with a post-conference (N.J.A.C. 6A:10-2.5) • At least two observers throughout the year, with the exception of districts that employ only one administrator • Observations may not occur between receipt of summative score and implementation of a CAP

Key Consideration: Observations may not occur between receipt of summative score and implementation of a CAP. Clarifies that an evaluative observation

may not occur until after the supports associated with a CAP are put into place.

Teachers present for less than 40% of the total school days in an academic year must receive at least 2 observations.

What is the evaluation process…CAP Observation?


Best Practice: Supporting the Corrective Action Plan Process

For the Staff Member Being Observed For the Staff Member Conducting the Observation Staff members required to develop a CAP must work with their immediate supervisor/s to create a plan focused on meeting the needs identified through the performance evaluation process. The CAP must: • Include specific goals for improvement and timelines for meeting those goals, and• Delineate the responsibilities of both teachers and administrators in implementing the plan.

1. PD requirements stipulated in statute or regulation must be fulfilled. 1. The CAP does not preclude any other plans for improvement determined to be necessary by the supervisor.

2. The CAP remains effective until the next annual performance review. 2. The progress of each teacher in meeting the goals of the CAP must be discussed during each post-observation conference.

3. One report required per observation, signed (electronically or on paper) by the supervisor who conducted the observation/post-observation and the observed teacher • The teacher may attach a written objection within 7-10 work days (Personnel File)

3. Conference to develop and discuss CAP may be combined with the teaching staff member’s annual summary conference that occurs at the end of the year of evaluation.

The corrective action plan must be developed and the teaching staff member and his or her designated supervisor must meet to discuss the corrective action plan by October 31st of the school year following the year of evaluation, except: • If the ineffective or partially effective summative evaluation rating is received after October 1st of the school year following the year of evaluation, a corrective action plan must be developed within 25 staff member working days following the school


district's receipt of the teaching staff member's summative rating. • The staff member and supervisor may elect to develop the CAP as part of the annual evaluation conference at the end of the year. Teachers with a CAP must receive a mid-year evaluation. • The progress of each staff member in meeting the goals of the CAP must be discussed during each post-observation conference and documented. • Further, the staff member’s progress in meeting the goals of the CAP, together with data and evidence about that progress collected by the supervisor and teacher, must be documented in the teacher’s personnel file. The data and evidence are reviewed during the annual summary evaluation conference and the mid-year evaluation. Sign finalized observations/summative conference form after post conferences by both the immediate supervisor and the staff member. Applying signatures does not represent agreement with the observation. Source: AchieveNJ

Use the following tables for specific expectations on the observation and evaluation of teachers: Table 10: Observations for Non-Tenured: (Years 1 and 2/Years 3 and 4) Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard


Long Observation 1 40 Required Required Round #1: 1,3,5 Round #2: 1,2,3,4 Round #3: 4,5,6,7 Round #4: 4,5,6,7


Score” (Non-tested/grade and subject) “For Teachers Receiving mSGP Score”

(Tested/grade and subject)

Long Observation 1 (Mid-Year Review) 40 Required Required





What does the observation process look like for a non-tenured Corrective Action Plan (CAP)teacher?


Multiple observers are required Mid-Year Review is required All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference


Use the following tables for specific expectations on the observation and evaluation of teachers: Table 11: Observations for Tenured Staff Member Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard


Long Observation 1 40 Required Required Round #1: 1,3,5

Round #2: 1,2,3,4

Round #3: 4,5,6,7




Long Observation 1 (Mid-Year Review) 40 Required Required




What does the observation process look like for a tenured Corrective Action Plan (CAP)teacher?


Multiple observers are required Mid-Year Review is required All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference


Use the following tables for specific expectations on the observation and evaluation of teachers: Table 12: Observations for Tenured Staff Member: Tenured staff who only received one (1) observation Type of Support Required Number Duration/Minutes Pre-Conference Post Conference Observation Standard


Long Observation 1 (Mid-Year Review) 40 Required Required Round #1: 1,2,3,4,5,6,7

Round #2: 1,2,3,4,5,6,7






Checklist: At least 24 hours prior to the post-conference the observer forwards (electronically) the teacher/staff member a copy of the observation report review. Post conference has taken place within 7-10 work days.

What does the observation process look like for a tenured Corrective Action Plan (CAP)teacher? (Tenured staff who only receives one (1) observation)


Post conference included the review of artifacts/evidence for professional practice to support the respective observation Multiple observers are required Mid-Year Review is required All signatures are applied to each observation All areas of the conference form are addressed as provided on the form during pre and post-conferences Summative Evaluation Conference is required and addressed as provided on the form October 1st will be used as a cutoff date to determine if a staff member will be observed using Year 1-2 or Year 3-4 guidelines Review the Annual Memorandum: Timelines for Observations/Evaluations, Non-renewal and Withholding of Increment sent to all staff Teachers in the classroom for less than 40% of the school year will be observed two (2) times. Teachers hired after February 1st are required to have one long observation, with a pre and post-conference and one short observation with a post-conference conducted prior

to April 15th. These teachers will not receive a final summative score.

Time to Think and Reflect

My reflection:

What are the components of the “teacher practice” for the evaluation system?

GUIDING QUESTION: What are the requirements for the “teacher practice” of

the evaluation system?


What are the components of the “teacher practice” for tenured, non-tenured, and CAP/IIP teachers?

How does the “teacher practice” support the summative ratings for my evaluation?

Snapshot of Rubric and Student Performance Expectations

Table 13: Snapshot of Rubric and Student Performance Expectations

Rubric Aligned to Required Certification Required Observation Non-Tenured

Required Observation Tenured

Measure: SGO, PGO, SGP Total Standard 1. Associate Chief/Executive Director/Director Rubric 3 1 PGOs 4 2. Athletic Supervisor Rubric 3 2 Averaged S/PGOs for school/s 5 3. Athletic Trainer Rubric 3 1 PGOs 7 4. Behavioral Disability (BD) Counselor Rubric 3 1 PGOs 7 5. Behaviorist Rubric 3 1 PGOs 7 6. Cabinet Members 3 3 Averaged School S/PGOs, Administrative Goals, etc. 5 7. Deputy Director of Professional Development 3 1 PGOs 5 8. Early Childhood PIRT Rubric 3 1 PGOs 7 9. Guidance Counselor Rubric 3 1 PGOs 7 10. In-School Suspension Teacher Rubric 3 1 PGOs 6 11. Instructional Mentor Rubric 3 1 PGOs 4 12. Instructional Supervisor Rubric (school-based) 3 2 Averaged S/PGOs for school/s 5 13. Itinerant Teacher Rubric 3 1 PGOs 7 14. LDT-C Rubric 3 1 PGOs 7 15. Librarian/Media Specialist Rubric 3 1 PGOs 7 16. Master Teacher Rubric 3 1 PGOs 7 17. Non-Instructional Supervisor Rubric 3 2 PGOs 5 18. Nurse Rubric 3 1 PGOs 7 19. Occupational Therapist/ Physical Therapist Rubric 3 1 PGOs 7 20. Physical Education and Health Teacher Rubric 3 2 SGOs 7 21. Principal Rubric 3 2 Averaged School S/PGOs, mSGP (tested grades/subjects

ONLY), Administrative Goals 5


22. Principal of Operations Rubric 3 2 Averaged School S/PGOs, mSGP (tested grades/subjects ONLY), Administrative Goals

5

23. Psychologist Rubric 3 1 PGOs 7 24. Reading Specialist Rubric 3 1 PGOs 7 25. Resource Special Education Teacher Rubric 3 2 SGOs 7 26. Social Worker Rubric 3 1 PGOs 7 27. Speech Therapist Rubric 3 1 PGOs 7 28. Self-Contained Special Education Teacher Rubric 3 2 SGOs 7 29. Student Assistance Coordinator (SAC) Rubric 3 1 PGOs 7 30. Teacher Coordinator Rubric 3 1 PGOs 7 31. Teacher Mentor of Climate and Culture Rubric 3 1 PGOs 5 32. Teacher Mentor of Data Rubric 3 1 PGOs 4 33. Teacher Rubric 3 2 SGOs

mSGP (tested grades/subjects) 7

34. Teacher Intervention Referral Specialist Rubric (Behaviorist Rubric)

3 1 PGOs 7

35. Vice/Assistant Principal Rubric 3 2 Averaged School S/PGOs, mSGP (tested grades/subjects ONLY),Administrative Goals

5

Classroom/Site Visits Classroom/Site Visits- a professional development strategy to facilitate discussions amongst the immediate supervisor and teacher about classroom/site practice. It is brief, structured, and a non-evaluative observation of what is taking place that is then followed by a conversation about what was observed. A way to initiate dialogue about improvement in professional practice Snapshot of teaching, learning, and provision of services 10 minutes of focused observation Minimum of three (3) for the school year Feedback is provided

Best Practice: Classroom/Site Visits

What is the evaluation process…Classroom Visit?


For the Staff Member Being Observed (via Classroom Visit) For the Staff Member Conducting the Classroom Visit 1. Improve teaching strategies and professional practices 1. Become more familiar with curricula and instructional practices

to build capacity 2. Strengthen the link with instructional planning based on

feedback/reflection 2. Confirm and establish progress monitoring data and practices

reflected in lesson planning 3. Build professional development and/or growth plans 3. Gauge the climate of the school/classroom

4. Model the value of teaching and learning as a means to increase visibility throughout the school

5. Establish leadership in a professional learning community Source: Ginsberg & Murphy, 2002

Growth Objectives Growth Objectives: "Multiple measures" The teacher evaluation framework is based on multiple measures of performance and student growth. It is important that the holistic evaluation rating consider multiple factors across time. Accordingly, there are multiple measures within teacher performance and student growth, within and across years. The student growth measures may include data from multiple assessments and subjects. Student growth objective means an academic goal that teachers and evaluators set for groups of students. Student growth percentile means a specific metric for measuring individual student progress on statewide assessments by tracking how

much a student's test scores have changed relative to other students Statewide with similar scores in previous years. Tested grades/subjects: 4-7 mathematics and 4-8 ELA in areas such as ELL, SPED, General Education, push-in, pull-put, etc.

Long-term or leave replacement substitutes under contract in the district who are currently working toward earning tenure or may soon be

working toward earning tenure in the district should be evaluated in the same manner all contracted teachers are evaluated in the District.

What is the evaluation process…Growth Objectives?


All teachers are required to develop two (2) growth objectives.

Timeline for Growth Objectives

During September-October 11th

Collaborate with the principal/supervisor to identify baseline using multiple measures Get approval to administer assessments from your principal/supervisor Administer assessments Analyze student data Determine starting points for students and create On or before October 11th

Meet with your principal or supervisor to finalize, approve, apply signatures/date and submit your SGO


Best Practice: Growth Objectives (Part I) For the Staff Member Growth Objective For the Staff Member Growth Objective All teacher develops with his or her principal/supervisor at the start of the year two (2) SGOs, regardless of whether or not they receive an SGP score.

Any teacher hired after October 1st has 20 working days to develop two (2) SGOs.

Growth objectives are aligned to standards; ambitious and achievable based on available prior student learning data

Teachers who begin the year with written SGOs and take a leave of absence, upon return will continue with those SGOs

Growth objectives are aligned to standards; ambitious and achievable based on available prior student learning data

Teachers hired after February 1st must set a SGO to encompass the instructional period between February 1st and March 14th.

During October15-March 6th

Ongoing monitoring of student data (i.e. attendance, grades for instructional modifications, etc.) Track progress and refine instruction At the close of each marking period and/or post conference review and share progress

By February 8th

Mid-Year Review: Meet with your principal or supervisor to review progress on your SGO. Adjustments may be made if they satisfy the criteria outlined by the NJDOE and District guidelines.

February 15th the final cutoff date for adjustment of SGO/PGO

During March 9-April 3rd

Administer post-assessments and identify end points using multiple measures

April 6th –9th Score SGO in consultation with your principal or supervisor. Sign and submit your SGO Finalized SGO staff and building: April 7th -9th


“It is recommended that teachers are present for a continuous 9-week period. In cases where this is not possible, the teacher should set two (2) SGOs for as much time as is available, provided that the teacher has an opportunity to have a significant impact on students' learning during that abbreviated period of time. Teachers who did not set SGO(s) before the deadline due to an extended absence should set the two (2) SGOs as soon as possible after returning to the classroom and use an assessment (District-approved) that makes sense for the learning goals they set for their students in this timeframe.” (AchieveNJ)

Teachers hired after March 15th will not be required to set SGOs for the remainder of the school year.

“Training shall be provided on each component of the evaluated teaching staff member’s evaluation rubric before the evaluation of a teaching staff member.”

~NJAC 6A:10-2.2

Reminder-Timelines Impacting Student/Program Growth Objectives Teachers hired after February 1st must set a SGO to encompass the instructional period between February 1st and

March 14th

What is the evaluation process…Growth Objective?


Teachers hired after March 15th will not be required to set a SGO for the remainder of the school year Teachers on a Leave of Absence:

o “It is recommended that teachers are present for a continuous 9-week period. In cases where this is not possible, the teacher should set SGOs for as much time as is available, provided that the teacher has an opportunity to have a significant impact on students' learning during that abbreviated period of time. Teachers who did not set SGO(s) before the deadline due to an extended absence should set the SGO(s) as soon as possible after returning to the classroom and use an assessment that makes sense for the learning goals they set for their students in this timeframe.” (AchieveNJ)

Teachers who begin the year with written SGOs and take a leave of absence, upon return will continue with those SGOs

Any teacher hired after October 1st has 20 working days to develop two (2) SGOs

Characteristics of Excellent Student Growth Objectives (SGOs)…



A large majority of the students are represented

Start and stop dates include large portion of the school year

Reference content at the most specific level of state standard(s)

Include a significant portion of standards taught during the SY

Multiple high quality measures are used to determine student starting points

All selected standards have at least one assessment item

Highly accessible to all students regardless of background

Characteristics of Excellent Program Growth Objectives (PGOs)…



A large majority of the program/department data sources are represented that correlates to District/school/student needs

Start and stop dates include large portion of the school year

Reference program/department at the most specific level of state standard(s)/statues, regulations, etc.

Include a significant portion of program/department data sources addressed during the SY

Multiple high quality measures are used to determine program/department starting points

All selected area of focus has at least 2-3 credible data source to verify need and focus

Highly connected to Cabinet level goals for the School Year

What is the evaluation process…SGO Quality Scoring Rubric?


Table 14: SGO Quality Rating Rubric

NJDOE Link: http://www.nj.gov/education/AchieveNJ/teacher/QualityRatingRubric.pdf

What is the evaluation process…SGO Quality Scoring Rubric?


Tab 14 continued: SGO Quality Rating Rubric continued

NJDOE Link: http://www.nj.gov/education/AchieveNJ/teacher/QualityRatingRubric.pdf

http://www.nj.gov/education/AchieveNJ/teacher/QualityRatingRubric.pdf


Median Student Growth Percentile (mSGP) Student Growth Percentiles (SGPs): Measures achievement gains for “tested grades and subjects”:

• 4th-8th-grade Language Arts • 4th-7th-grade Math • SGP counts for 5% of the overall evaluation rating

Using the state standardized assessment, SGPs compare the change in a student’s achievement from one year to the next to that of all other students in the state who had

similar historical results (the student’s “academic peers”). Student growth percentile means a specific metric for measuring individual student progress on statewide assessments by tracking how much a student's test scores have

changed relative to other students Statewide with similar scores in previous years. Tested grades/subjects: 4-7 mathematics and 4-8 ELA in areas such as ELL, SPED, General Education, push-in, pull-put, etc. are included within the SGP process.

Best Practice: Median Student Growth Percentile (mSGP) For the Staff Member Growth Objective For the Staff Member Growth Objective In order for teachers to have an SGP score, they must have 20 separate students within a given school year and/ or over multiple school years that receive SGP scores.

The Department calculates mSGP using each school district’s course roster submitted through NJ SMART • Subject areas coded 51, 52, or 73 in the course roster submission through NJ SMART meet the criteria for mSGP

Students must be enrolled for 70% or more of the course duration prior to the administration of the test. Teacher must have scheduled as “Teacher of Record” assigned to a 4th-8th-grade Language Arts or 4th-7th grade Math course with an updated and accurate roster of taught students at least 60% of the time before the state assessment.

Teachers are scheduled appropriately as “teacher of record” Teachers participate in the roster verification process offered throughout the District Teachers participate in the verification of rosters at the end of each post conference

Student growth from one year to the next is compared to students who participate in State assessment to their “academic peers” with a range from 1 to 99.

Long-term substitutes under contract in the district who are currently working toward earning tenure or may soon be working toward earning tenure in the district should be evaluated in the same way all contract teachers are evaluated in that district.

Teachers are identified within Infinite Campus as the “Teacher of Record” for their given courses

What is the evaluation process…Median Student Growth Percentile (mSGP)?

Note: Grade three (3) is considered a baseline year for PARCC because 3rd grade is the first testing year. As a result, there is no baseline data to create an SGP for that grade.


My reflection:

My reflection:

How does the evaluation system support teacher and student

performance?

What is the relationship between student outcomes and teacher

effectiveness?

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My reflection: 1. What is the purpose of linking student achievement data with teacher performance? How does the roster and teacher of record impact the process?

2. What are the two areas of student achievement data that are used to link teacher and student outcomes?

3. How are the two areas of student achievement data used to link teacher and student differ? Explain your answer with two examples?

4. How do I ensure and work with my school leadership to ensure the data used to link my students to me are accurate, current, and valid?

5. How will the absence of my student achievement data impact my summative rating?

6. What are the requirements for SGOs and PGOs?

Student Achievement



Conducting a Post Conference

Post-observation conference- means a meeting, either in-person or remotely (in extreme circumstances), between the supervisor who conducted the observation and the teaching staff member for the purpose of evaluation to discuss the data collected during the observation. This is an opportunity for the teacher and observer to discuss the lesson. The observer will provide the teacher with feedback regarding the teacher’s rating for the standards observed. The observer and teacher share insights into the events that occurred during the observation and work toward agreement regarding teacher’s rating for the elements observed. The observer should provide additional resources to support the teacher in the improvement of instructional practices. At the conclusion of the process, the observer reviews the rating decision and records/updates the result on the respective rubric. Post- conferences are required for all short and long observations. In cases where co-observations are used as a formal observation, one of the observer will be determined to input the “actual” observation within Media X and indicate who was the co-observer. The post conference may be conducted by both observers. This ensures the perspectives of the observers are commonly shared and understood by all involved in the observation process. The post-observation conference must be held prior to further evaluative observations Focus the conference on the purposes of observation/evaluation: to promote professional excellence, improve the skills of teaching staff members,

improve student learning and growth and provide a basis for the review of performance Observation conference must occur within 7-10 working days of the observation Teachers present for less than 40% of the total school days in an academic year must receive at least 2 observations.

What is the evaluation process…Post Conference?

Observers:

Must be trained on all observation rubric within purview of service and job description (~NJAC 6A:10-2.2).

Must be employed in the district Must serve in a supervisory role in the district Must possess an administrative certificate

(supervisor, principal, or administrator endorsement)


Best Practice: Post Conference For the Staff Member Being Observed For the Staff Member Conducting the Observation At least 24 hours prior to the post-conference the observer forwards (either electronically and/or hard copy) the teacher a copy of the observation report review. All staff members being observed must receive annual training on each component of the evaluation rubric including SGOs

All administrators conducting evaluations must receive annual training on each component of the evaluation rubric including SGOs

For reference, bring to the conference any material which corresponds to specific observations being discussed.

Focus the conference on the purposes of observation/evaluation: to promote professional excellence, improve the skills of teaching staff members, improve student learning and growth and provide a basis for the review of performance.

One report required per observation, signed (electronically or on paper) by the supervisor who conducted the observation/post-observation and the observed teacher • The teacher may attach a written objection within 7-10 work days (Personnel File)

Final post-observation conference may be combined with a summary conference

Both parties to the conference shall sign the written or electronic evaluation report and retain a copy for his or her records. Observation Signatures: Observers/building administrators should ensure they have the proper documentation for each required observation in the teacher's personnel file by the time of the summary conference – including observer and teacher signatures. Districts using electronic records for observation reports keep "signature page" in the teacher's file, listing the sign-off’ s after each observation. (Source: AchieveNJ) Teaching staff member’s supervisor and teaching staff member on a CAP must discuss teaching staff member’s progress towards CAP goals during each required post-observation conference. The summative evaluation conference shall occur on or before June 30 of each year. Review the evidence collected in the classroom, as well as other related data, including student learning data, and prior observations. Source: AchieveNJ


Quality Evidence and Support for Continued Improvement

What is the evaluation process…Post Conference?


Table 15: Observation Report Quality

Table 15 continued: Observation Report Quality (continued)


Post Conference


My reflection:

What are the key components of the “teacher practice” portion of the evaluation system?

How can I ensure I am best prepared for each observation?

How does the pre and post-conference process support teacher practices in the classroom?

What is the purpose for co-observations and multiple observers? What is the impact of using multiple observers?

Summative Evaluation Conference

What is the evaluation process…Summative Evaluation



Best Practice: Summative Conference For the Staff Member Being Observed For the Staff Member Conducting the Observation At least 24 hours prior to the post-conference the observer forwards (either electronically and/or hard copy) the teacher a copy of the summative conference report review. Practice: Using specific documentation (observation reports, teacher reflection, etc.) and citing specific evidence, identify and discuss: 1-3 areas of strength 1-3 areas for improvement Two Student/Program Growth Objectives (S/PGOs): Using completed SGO forms and supporting documentation (assessment results, etc.), discuss: Successes and challenges of SGO process Lessons from SGOs about teaching and student learning Steps to improve SGOs for next year

Median Student Growth Percentile Use mSGP scores to discuss implications on summative evaluation and future professional goals: Relationship between mSGP scores and other components of evaluation Impact of score for current observation scores and student achievement

measures Implications of these data and summative evaluation for current PDP

Professional Development Plan (PDP): Using the current PDP, discuss strategies for improving performance next year, such as: Successes and challenges on this year’s PDP Areas of professional development linked to information from evaluation Components and implementation of a Corrective Action Plan if warranted Observation Signatures: Observers/building administrators should ensure they have the proper documentation for each required observation in the teacher's personnel file by the time of the summary conference – including observer and teacher signatures. Districts using electronic records for observation reports keep "signature page" in the teacher's file, listing the sign-off after each observation. (Source: AchieveNJ)

Annual performance report means a written appraisal of the teaching staff member's performance prepared by the teaching staff member's designated supervisor based on the evaluation rubric for his or her position. Annual summative evaluation rating means an annual evaluation rating that is based on appraisals of educator practice and student performance, and includes all measures captured in a teaching staff member's evaluation rubric. The four summative performance categories are highly effective, effective, partially effective, and ineffective. Summative Rating: conversion of the Sum of the Weighted Scores, based on the NJDOE Summative Rating Scale: “Ineffective”, “Partially Effective”, “Effective”, or “Highly Effective”


Summative Rating: Ineffective (1.00 – 1.84) Partially Effective (1.85 – 2.64) Effective (2.65 – 3.49 Highly Effective (3.50 – 4.00)

What is the summative Cut Score Rating scale?

Staff members earning a summative evaluation score of 2.64 and below will result in the development of a corrective action plan.


Novice (Year 1) Will be in provisional teacher program and will be paired with a mentor for one year Mentors will receive training from the district Must be trained by the district on policies and procedures as well as teacher evaluation processes prior to being observed

Non-Tenured (Years 1 & 2) (Years 2 & 3) New teachers to the district will receive tailored supports from school and district resources according to the teacher’s individual professional development plan Professional development will be monitored by the administration in conjunction with the School Improvement Panel (ScIP)

Tenured Tenured teachers will create an individual professional development plan that is tailored to their needs and strengths as determined by their final summative evaluation Professional development will be monitored by the administration in conjunction with School Improvement Panel (ScIP)

ScIP members may: Identify professional development opportunities for instructional staff members based on aggregate school evaluation and student

performance data and other information. Oversee the mentoring of new teachers at the building level and support implementation of the district’s mentoring plan. Ensure that the evaluation process is completed for all teachers. Support quality implementation of Corrective Action Plans for teachers rated Partially Effective or Ineffective – including a mid-year

evaluation and additional observation – as required. NOTE: ScIP must be in place by August 31st

School Improvement Panel (ScIP)

What are some professional development supports… School Improvement Panel (ScIP)?


Teachers required to develop a CAP will work with their principal/designee to create a plan focused on meeting the needs identified through the performance evaluation process. The CAP must include specific goals for improvement and timelines for meeting those goals and must delineate the responsibilities of both teachers and administrators.

The CAP does not preclude any other plans for improvement determined to be necessary by the principal/designee. The CAP remains effective until the next annual performance review.

If a teacher’s summative evaluation rating is finalized by the end of the school year and a CAP is warranted, then the CAP must be developed prior to September 15th of the following school year. The teacher and principal/designee may elect to develop the CAP as part of the annual evaluation conference at the end of the year.

If a PDP has been developed but the subsequent addition of SGP data changes the teacher’s summative evaluation to Partially Effective or Ineffective, then a CAP must be created to replace the PDP within 15 working days following receipt of the rating.

The teacher and principal/designee will complete the CAP Template provided by the DOE. In addition, implementation of the CAP requires: • An additional observation; • Multiple observers; • Check-ins on progress toward goals at each post-observation conference; and, • A mid-year evaluation conference.

What are some guidelines for…Corrective Action Plan?


Table 16: Corrective Action Plan Template

Corrective Action Plan (CAP) Template District Name School Name Date

Staff Member Name Supervisor Name Plan Begin/End Dates

I. Areas Identified for Improvement

No. Areas Identified for Improvement Sources of Information/Evidence

Corresponding Component of Evaluation Practice Instrument

(if applicable) 1

2

3

II. Goals and Professional Responsibilities

Area No.

Demonstrable Goals Staff Member Responsibilities Supervisor Responsibilities Completion Date

Estimated Hours

1 2 3

My signature below indicates that I have received a copy of this Corrective Action Plan and that I understand and contributed to its contents.

Staff Member’s Signature: ___________________________________ Date: ______________


Supervisor’s Signature: ______________________________________ Title: ________________________________ Date: __________ III. CAP Progress Summary Interim Review of CAP Progress Area No.

Demonstrated Progress Sources of Evidence CAP Revisions (if applicable) Review Date

1

2

3

My signature below indicates that I have reviewed the information recorded in the Interim Review of CAP Progress and that I understand its contents: Staff Member’s Signature: ____________________________ Date: ______________ Summative Review of CAP Progress

Area No.

Demonstrable Goals Expectations Met (Y) or

Not Met (N)

Sources of Evidence Review Date

1

2

3

My signature below indicates that I have reviewed the information recorded in the Summative Review of CAP Progress and that I understand its contents: Staff Member’s Signature: ____________________________ Date: ______________


Table 17: Teacher Tenure Acquisition Timeline

What are some guidelines for…Tenure Acquisition?


Table 18: Revocation of Tenure

What are some guidelines for…Revocation of Tenure?


The District reserves the right to provide staff members (instructional, non-instructional, certificated and non-certificated) requiring professional development supports to engage in the development of an Instructional Improvement Plan/ Improvement Plan.

The District will require teachers who teach grades 4-8 Language Arts Literacy and Math who are identified as Ineffective or Partially Effective on their teacher practice scores, to be placed on an Instructional Improvement Plan (IIP) based on the teacher’s three observations, not the teacher’s summative evaluation. The purpose of the IIP is similar to the CAP and the same template will be used to monitor professional improvement.

When the SGP scores become available the principal/designee will meet with the teacher to review the data which will result in one of the following: If the teacher’s SGP scores have the effect of maintaining their summative score of Ineffective or Partially Effective the IIP will

continue as a CAP subject to TEACHNJ. If the teacher’s SGP scores have the effect of raising their summative score to Effective, the principal/designee may choose to

modify the IIP at their discretion. If the teacher’s SGP scores have the effect of lowering their summative score to Ineffective or Partially Effective, then a CAP will

immediately be put in place.

The teacher’s principal/designee, supported by the school district administrator and District Board of Education, is responsible for ensuring all teachers receive the necessary opportunities, support, and resources to engage in ongoing professional learning and to meet the goals of their CAPs. Teachers with a CAP must receive a mid-year evaluation between January 15 and February 1. The progress of each teacher in meeting the goals of the CAP must be discussed during each post- observation conference. Additionally, the teacher’s progress in meeting the goals of the CAP, together with data and evidence about the progress collected by the principal/designee and teacher, must be documented in the teacher’s personnel file. The data and evidence are reviewed during the annual summary conference or the mid-year evaluation, as appropriate.

In addition, implementation of the CAP requires: • An additional observation; • Multiple observers; • Check-ins on progress toward goals at each post-observation conference; and, • A mid-year evaluation conference.

What are some guidelines for…Instructional Improvement Plan (IIP)?


Table 19: Instructional/ Improvement Plan (IIP) Template Instructional/ Improvement Plan (IIP) Template

District Name School Name Date

Staff Member Name Supervisor Name Plan Begin/End Dates

I. Areas Identified for Improvement

No. Areas Identified for Improvement Sources of Information/Evidence

Corresponding Component of Evaluation Practice Instrument

(if applicable) 1

2

3

II. Goals and Professional Responsibilities

Area No.

Demonstrable Goals Staff Member Responsibilities Supervisor Responsibilities Completion Date

Estimated Hours

1 2 3

My signature below indicates that I have received a copy of this Instructional/ Improvement Plan (IIP) and that I understand and contributed to its contents.

Staff Member’s Signature: ___________________________________ Date: ______________ Supervisor’s Signature: ______________________________________ Title: ________________________________ Date: __________


III. Instructional/ Improvement Plan (IIP) Progress Summary Interim Review of Instructional/ Improvement Plan (IIP) Progress Area No.

Demonstrated Progress Sources of Evidence CAP Revisions (if applicable) Review Date

1

2

3

My signature below indicates that I have reviewed the information recorded in the Interim Review of Instructional/ Improvement Plan (IIP) Progress and that I understand its contents: Staff Member’s Signature: ____________________________ Date: ______________ Summative Review of Instructional/ Improvement Plan (IIP) Progress

Area No.

Demonstrable Goals Expectations Met (Y) or

Not Met (N)

Sources of Evidence Review Date

1

2

3

My signature below indicates that I have reviewed the information recorded in the Summative Review of Instructional/ Improvement Plan (IIP) Progress and that I understand its contents: Staff Member’s Signature: ____________________________ Date: ______________


My reflection:

What are the differences and similarities between teachers on a Corrective Action Plan (CAP) compared to teachers who are on an Instructional Improvement Plan (IIP)?

What are the processes in place for observing such staff members?

Corrective Action Plan Instructional Improvement Plan Improvement Plan

Instructional Improvement Plan



Withholding of increment may be exercised for staff members who engage in unprofessional or unbecoming behavior. The chart below indicates situations warranting the withholding of an increment for unprofessional or unbecoming conduct, but is not limited to: Misuse or abuse of sick and personal absences, as reflected in patterns of use Insubordination Willful neglect of job duties Failure to supervise students Improper physical contact with students Use of, or threat of use of, force with a student (or another staff member) Harassment, intimidation or bullying of a student (or another staff member) Retaliation against a student

What are some guidelines for… Withholding of Increment?


My reflection:

How does the withholding of increment impact my professional practice?

Withholding of Increment



Complete required observations for Non-Tenured certificated teaching staff member.

Submit cover letter to Assistant Superintendent recommending non-renewal of employment of teaching staff member.

Include detailed rationale and reason for non-renewal within cover letter. Attach documentation and evidence with cover letter:

• Hard copies of observation written reports. • Additional supporting documentation including, but not limited

to: attendance records, warning letters, email communications, improvement plans, professional development and coaching records, student achievement data.

Complete Final Summative Evaluation Report and Conference for non-tenured certificated teaching staff. Submit hard copy of report, all supporting documentation, and completed non-

renewal recommendation package to Assistant Superintendent. Board of Education will provide written notice of Non- Renewal of Employment to

affected non-tenured certificated teaching staff member. Development of a written statement of reasons for non-renewal. Appearance before Board at a Donaldson Hearing.

What are some guidelines for…Non-Renewal?


My reflection:

How does non-renewal impact my professional practice?

What are some steps and resources available to avoid non-renewal?

Non-Renewal



Step Description Step #1 The overall rating for each indicator is the average of all categories in that section (1a, 1b, etc.).

Step #2 The overall ratings for the indicators are averaged to produce a rating for each Standard (Preparation for Instruction, The Use of Data, etc.).

What are some guidelines for…Summative Evaluation Scoring ?


Step #3 The ratings for each standard for all observations are averaged to produce an overall practice score for each Standard.

Step #4 The weight for each Standard is applied.


Step #5 The overall practice scores for each Standard are totaled, and the total is converted to a single digit, using the

chart below. This single digit is the Teacher Practice Score.


Step #5a (SGP teachers ONLY)

The mSGP score is provided for teachers within tested grades and subjects through the New Jersey Department of Education.

Step #6 The overall practice scores and the overall SGO scores are weighted by the designated percentage to provide the

sum of weighted scores. The weighted scores are totaled based on the summative evaluation cut scores.


A teacher scoring a 2.64 or below will be placed on a Corrective Action Plan.


Concluding the Summative Evaluation for the School Year

1. All rounds of the observations are completed for each of my designated staff member (reference PC list/route sheet to account for all staff members) with appropriate electronic signatures

2. All standards within each round are completed for each designated staff member 3. All indicators within each standard are completed for each designated staff member 4. All staff members within my school (shared, new hires, new assignment, resignation, transferred and/or on leave of absence) are

accounted within the observation process 5. I verified all my staff members against my school Position Control List/Staff Routing Sheet to see if I am missing any staff members 6. All observations are completed on the correct tool for each of my staff member with appropriate signatures 7. All non-tenured CAPs are observed four times within the correct round with appropriate signatures 8. All tenured CAPs are observed three times within the correct round with appropriate signatures 9. All my observations within my school/department received a post conference and pre-conference where designated 10. All observations are signed by both the staff and administrator within Media X system


My reflection:

What is the role of annual summative conference?

How does the use of the annual summative conference support my professional practice?

What are some of the challenges impacting the annual summative conference process?

• How can these challenges be avoided?

• How can these challenges have an adverse impact on staff members?

Annual Summative Conference



Professional Educator Performance Standards


Table 20: Professional Educator Performance Standards

Professional Educator Performance Standards Standard Indicator and Subcategories Weight Performance Standard #1: Preparation for Instruction

1a. Establish a culture of high expectations for learning and achievement 1b. Use district adopted curriculum and content knowledge to design coherent lessons 1c. Post aligned lesson objectives and plan for demonstrations of learning

Standard# 1:

Weighted 2x

Performance Standard #2: Use of Data to Inform

Instruction

2a. Focus on improving instruction using data 2b. Use of a variety of assessment methods when designing classroom assessments 2c. Involve students in assessing their own learning

Standard# 2:

Weighted 2x

Performance Standard #3: Delivers Quality Instruction

3a. Instruct bell to bell 3b. Use a variety of instructional strategies to focus instruction 3c. Engages students in learning 3d. Continually checks for understanding 3e. Deliver rigorous and relevant content 3f. Integrate 21st Century Skills in instruction 3g. Provides feedback about student proficiency

Standard# 3:

Weighted 2x

Performance Standard #4: Interventions to Meet Diverse Needs

4a. Differentiate instruction based on student needs and background 4b. Implements interventions with fidelity and adjusts interventions based on results 4c. Adapt and modify instruction for the unique needs of learners

Standard# 4:

Weighted 2x

Performance Standard #5: Classroom Environment

5a. Contribute to a safe and orderly learning environment 5b. Use of effective classroom management procedures 5c. Effectively manage student behavior 5d. Foster collaboration and self-regulation in students 5e. Promote positive and respectful rapport

Standard# 5:

Weighted 2x

Performance Standard #6: Leadership

6a. Understand their role and responsibility in implementing the district and/or building action plan 6b. Promote the concept of Professional Learning Communities through collaboration and purposeful learning 6 C i f i l h

Standard# 6:

Weighted 2x

Performance Standard #7: Professional Responsibilities

7a. Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) policies, and school rules 7b. Demonstrate professionalism 7c. Effectively communicates and solves problems

Standard# 7:

Weighted 2x


Evidence of Professional Practice: Digging Deeper to Unpack Professional Educator Standards


Professional Educator Performance Standards

What are performance rubrics?

It is important to consider the question of: What is expected of the teacher and How will we know if the teacher is fulfilling the performance standard.

During observations, rubrics are used to guide evaluators in assessing and documenting how well a standard is performed and achieved.

A performance rubric is a summary rating scale that describes acceptable performance levels for each of the seven performance standards.


UNPACKING EVIDENCE

Evidenced-based practices are those “effective educational strategies supported by evidence and

research” -- (ESEA, 2002).

“Training shall be provided on each component of the evaluated teaching staff member’s evaluation rubric before the evaluation of a teaching staff member.”

~NJAC 6A:10-2.2


What is our core business of educators? The core business of a given school is to facilitate an atmosphere of high quality instruction where each student is given an opportunity to thrive, learn, and reach their fullest potential.


What are some key ideas and concepts that come to your mind?

Performance Standard #1: Preparation for Instruction

1a. Establish a culture of high expectations for learning and achievement 1b. Use district adopted curriculum and content knowledge to design coherent lessons 1c. Post aligned lesson objectives and plan for demonstrations of learning

Preparation for

Instruction

What does a coherent lesson

look like?

What concrete models/examples can I provide of the concept

or objectives?

How do I consistently ensure my lesson

objectives are aligned to the needs of my

students?

How do I consistently ensure my

demonstrations of learning are aligned to the needs

of my students?

Exactly what do I expect students to

learn?

How do I assess what students already know?

What instructional strategies will be most effective in

teaching the concepts or objectives?


PERFORMANCE STANDARD #1: PREPARATION FOR INSTRUCTION

Professional educators prepare for quality instruction using a comprehensive approach.

Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality understanding of your professional practice.

Educators should know and be able to:

1a. Establish a culture of high expectations for learning and achievement.

IND

ICA

TO

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OF

EF

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UNSATISFACTORY PROGRESSING PROFICIENT EXEMPLARY

Exp

ecta

tions

&

Incl

usio

n

Teaching practices maintain the status quo and do not contribute to the building culture of high expectations for students.

Acts in ways that demonstrate support of the building culture as one of inclusion and high expectations for most students.

Teaching practices reinforce and strengthen the building culture as one of inclusion and high expectations for all students.

Initiates and engages in problem-solving to advance the culture of the building as one of inclusion and high expectations for all students.

Cul

ture

of E

xcel

lenc

e The culture in the classroom reinforces low level learning expectations and/or plans to meet even minimal student achievement goals are not clear.

The classroom culture supports student improvement efforts suitable for most students and the teacher outlines the steps to meet student achievement goals.

Establishes a culture in the classroom that challenges all students to continuously improve. Develops a plan to measure progress toward meeting challenging student achievement goals.

Creates a culture of excellence in the classroom that focuses on stretching student achievement for all student groups. Differentiated plans to meet rigorous student achievement goals are developed and there is a system in place to continuously measure progress toward goal attainment.

Com

mun

icat

ing

Exp

ecta

tions

There is little to no evidence that achievement expectations have been communicated to students in advance and/or achievement goals are low.

Achievement expectations are not communicated well to students and/or the achievement goals are not high enough for some students.

Achievement expectations are communicated in advance to students and the teacher provides example of how students can meet challenging achievement goals.

Students are well prepared to articulate the steps they must take to reach rigorous achievement goals. It is evident that students know where they are in relation to the goals.


1b. Use district adopted curriculum and content knowledge to design coherent lessons.

Evidence: Use this portion of the rubric to record critical elements of each

strand to ensure quality understanding of your professional practice.

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Cur

ricul

um a

nd

Ass

essm

ent

Alig

nmen

t Lesson plans, when available, do not align with the district adopted curriculum and/or district assessments.

Lesson plans are partially aligned to the district adopted curriculum and district assessments.

Lesson plans closely align to the district adopted curriculum and district assessments.

Lesson plans are based on a thorough understanding of how to “unpack” the district adopted curriculum and alignment of district assessments.

Con

tent

Kno

wle

dge

Lesson plans reference outdated content knowledge. Information presented in class contains content errors.

Lesson plans are based on a general understanding of content knowledge. While information presented in class is accurate, it may not reflect the most current knowledge of the discipline.

Lessons plans are based on solid content knowledge. Information presented in class is accurate and current.

Lesson plans are based on extensive content knowledge. Information presented in class is accurate, current and consistent with well-established concepts or sound practices of the discipline.

Less

on a

nd/o

r Uni

t Des

ign Lesson and unit

planning is inadequate. Learning activities do not follow an organized progression and time allocations are unrealistic.

Lesson plans or units are based on activities or resources, rather than focused on objectives. Progression and pacing of learning activities is sporadic, thus, time allocations are not always reasonable.

Lesson or unit is planned in detail around clearly defined lesson objectives. Progression and pacing of the planned learning time (instructional strategies, student activities, use of resources, assessment tasks) is constant, with reasonable time allocations.

Lesson or unit is precisely planned with explicit attention to detail leading to the demonstration of learning of the lesson objectives. The progression and pacing of planned learning time (instructional strategies, accessing materials, use of resources, student activities, and assessment tasks) is highly coherent.


1c. Post aligned lesson objectives and plan for demonstrations of learning. Evidence:

Use this portion of the rubric to record critical elements of each


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Post

s Le

sson

O

bjec

tives

Lesson objectives cannot be found or the teacher simply posts a list of activities.

Posts lesson objectives that reference grade level and/or course content. The objectives are not used to re-focus student’s attention to task.

Posts lesson objectives that align to a grade level or course essential content or skills. The lesson objective effectively focuses student attention at the beginning of the lesson.

Posts lesson objectives that align to cross disciplinary, grade-level or course essential content and skills. The objectives serve to effectively focus student’s attention to learning targets throughout the lesson.

Stud

ent U

nder

stan

ding

of L

esso

n O

bjec

tives

Lesson objectives are not known to students and students do not know what they are expected to know and be able to do.

Although students are aware of where to find the posted lesson objectives, they rely on teacher direction to focus them on what they are expected to know and be able to do.

Lesson objectives are written in student-friendly language and students understand what they are expected to know and be able to do by the end of each lesson.

Students have been well prepared to know that the lesson objective and the demonstration of learning provide direction for them in understanding exactly what they are expected to know and be able to do. This clarity promotes both autonomy and independence in accomplishment of student tasks.

Plan

s fo

r DO

L’s The Demonstration of

Learning (DOL) is not developed in advance of instruction and/or not aligned with the lesson objective.

The Demonstration of Learning (DOL) is minimally developed and/or may be loosely connected to the lesson objective.

The Demonstration of Learning (DOL) is developed in advance of instruction and is aligned with the lesson objective.

The Demonstrations of Learning (DOL) are designed in advance of instruction, tie closely with the lesson objective and provide multiple ways for students to demonstrate what they have learned.

Standard

#1 Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary

1 - Ineffective 2 - Partially Effective 3 - Effective 4 - Highly Effective


Professional Educator Performance Standard #1:

Preparation for Instruction—2x

Professional educators prepare for quality instruction using a comprehensive approach.

Technique/Approach: KWL (Know, Want to Know, Learn)

1. Lesson plans are aligned to the District Curriculum/New Jersey Student Learning Standards.

2. Lesson plans indicate differentiated instruction.

3. Small groups are assigned in advance of the lesson (based on data sources).

4. Lesson objective is posted.

5. Students are able to articulate the learning objective(s) and their purpose.

6. Materials and activities are prepared in advance of the lesson.

7. DOLs are designed in advance of the lesson and are aligned to the objective.


Summary of “Look-fors”: Teacher Evidence Student Evidence


Supporting Research:

“Instruction itself has the largest influence on achievement. The two things that matter most: What is being taught and how well.” --Mike Schmoker Clear content development is consistently positively correlated with student achievement --(Brophy& Good)



Performance Standard #2: Use of Data to Inform Instruction

2a. Focus on improving instruction using data 2b. Use of a variety of assessment methods when designing classroom assessments 2c. Involve students in assessing their own learning

Use of Data to Inform Instruction

What are various types of data?

How can I use rubrics to communicate specific assessment criteria to

students?

How do I promote student self-evaluation

of their learning?

What are some methods for using/reviewing data?

What are different types of assessment methods I can use in my class?

Where can I access District data to support my

students?

Are my assessment tasks closely aligned with the instructional objectives?

What evidence will I use to

determine student understanding?

What does the student responses tell me

about their thinking/understanding?

Based on the assessment results, how might I adjust/differentiate instruction for individuals and

groups of students?

What specific feedback will improve student

performance?

How can I model respect and

rapport through the feedback I

give?

What does the student response

indicate as the source of error?


Name: . Date: ___ Evidence:

Use this portion of the rubric to record critical elements of each strand to ensure quality

understanding of your professional practice.

PERFORMANCE STANDARD #2: USE OF DATA TO INFORM INSTRUCTION

Professional educators use data to inform instruction. Educators should know and be able to:

2a. Focus on improving instruction using data.

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Use

of E

lect

roni

c D

ata

Man

agem

ent

Tl

Relies on someone else to provide student achievement data.

Accesses electronic data management tools to view class achievement results.

Uses electronic data management tools to access and exhibit achievement results for individuals and groups of students.

Regularly accesses and systematically uses electronic data management tools to retrieve data, organize data tables and create profiles on multiple measures of individual and group student achievement results.

Use

s D

ata

to

Info

rm

It

ti

Even when data is provided, there is no evidence that the information is used to make instructional decisions.

Attempts to make instructional decisions linked to analysis of data, although inferences about the data may not be complete.

Makes accurate use of student achievement data when making instructional decisions.

Accurately draws inferences from multiple data sources with which to make decisions about instruction for both whole group and individual student instruction.

Use

s D

isag

greg

ated

D

ata

to R

efin

e I

tti

No data is considered with which to make changes in instruction.

Examines data at the group level and uses these data when planning instruction.

Examines data at the item level to find strengths and challenges for disaggregated groups of students which is appropriately used when planning instruction for whole and small groups.

Systematically examines data at the item level to find strengths and challenges both for disaggregated groups and for individual students. Uses these data to accurately refine and modify instruction for whole groups, small groups and for specific individuals.


2b. Use a variety of assessment methods when designing classroom assessments.

Evidence:



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Ass

essm

ent M

etho

ds

A single type of classroom assessment method is used that is not aligned with the evidence outcomes in the curriculum.

Uses a limited number of classroom assessment methods (e.g., end of chapter or selected response tests) to assess all types of learning, which may be loosely aligned to the evidence outcomes in the curriculum.

Appropriately matches classroom assessment methods (e.g., personal communication, selected response, constructed response, portfolios and performance tasks) with evidence outcomes in the curriculum.

Evidence of a well-balanced classroom assessment system is in place which uses a variety of assessment methods (e.g. personal communication, selected response, constructed response, portfolios and performance tasks) that matches intended purpose and is closely aligned with evidence outcomes in the curriculum.

Cla

ssro

om A

sses

smen

ts Classroom

assessments are of poor quality.

Uses prepared assessments with multiple choice responses as the main criteria for determining what students know.

Creates a variety of classroom assessments that are a good measure student learning of the lesson or unit objectives. Assessment tasks provide varied options for students to demonstrate what they know and are able to do.

Designs high-quality classroom assessments that accurately measure student learning of the lesson or unit objectives. Classroom assessments are a function of learning and not time. Assessment tasks may be embedded within the lesson and/or require a performance component for students to demonstrate what they know and are able to do.

Com

mon

Ass

essm

ents

Does not implement or contribute to the development of common assessments.

Cooperates with colleagues to implements common assessments. Compares results.

Collaborates with colleagues to develop and implement common assessments. Engages in data-dialogues with colleagues to better understand how to use common assessment results to improve future instruction.

Collaborates with colleagues to design and implement common assessments. Actively participates in data-dialogues with colleagues to evaluate the results from common assessment tasks and uses that information to re-teach or improve future lessons.


2c. Involve students in assessing their own learning. Evidence: Use this portion of the rubric to record critical elements of each


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Scor

ing

Crit

eria

Students are not made aware of the assessment scoring criteria in advance of the lesson or unit.

Students are provided with the scoring criteria for success too late in the process to allow adequate time for practice prior to taking assessments. Students may not be able to identify what they need to do to improve performance.

Students have the scoring criteria in advance of the lesson or unit. Based on the scoring criteria, students can identify what they need to do to improve performance.

Students are very familiar with the scoring criteria provided in advance of the lesson or unit. Based on the scoring criteria, students are able to take responsibility for improvements to their work by focusing on what needs to be done to move to the next performance level.

Stud

ent

Sel

f-Mon

itorin

g

The teacher does not have a system in place for tracking student achievement results and/or does not have a system set up for students to know how they are doing.

The teacher takes responsibility for monitoring achievement results for students. Without active involvement in monitoring their own learning, students wait for the teacher to let them know their level of proficiency.

The teacher has a system in place that requires active teacher prompting in order for students to monitor their achievement results over time. Students have opportunities to practice self-monitoring. By using the system, students know their level of proficiency against the achievement criteria.

The teacher has established a system that empowers students to become active partners in monitoring their own achievement results over time. Feedback is provided to students on the quality of their self-monitoring. The system includes an organized way for students to keep artifacts that document their level of proficiency against established achievement criteria.

Stud

ent G

oal S

ettin

g Periodically provides anecdotal information to students about how they are doing.

Provides students with information about how to understand achievement data. The teacher sets goals and monitors progress for students.

Coaches students to understand how to interpret their own achievement data and to set focused, yet realistic goals for improving their performance. Students are supported in monitoring their progress.

The teacher facilitates opportunities for students to analyze their own achievement data and supports students in setting specific, yet challenging goals to improve performance. Students create a plan to keep track of their progress over time.

Standard #2

Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary 1 - Ineffective 2 - Partially Effective 3 - Effective 4 - Highly Effective



Use of Data to Inform Instruction—2x

Professional educators use assessment data to inform instruction. Technique/Approach: Think-Pair-Share

1. A system is used to organize and retrieve data. 2. Data is used to create small groups to differentiate instruction. 3. Assessment item analysis is used to develop whole group, small group and individual instruction. 4. A variety of assessment methods is used to make decisions about instruction (Ex: homework, verbal

responses, quizzes, exit slips, think-pair-share, dry-erase boards, and portfolio). 5. Students can articulate the scoring process for assessments. 6. Students assess their work and/or the work of their peers, based on previously communicated criteria

(perhaps a rubric). 7. Students systematically keep written record of their progress on assessments and skills.



“Data provide power to. . . make good decisions, work intelligently, work effectively and efficiently, change things in better ways, know the impact of our hard work and how it benefits children, and help us prepare for the future” - Victoria Bernhardt

According to Carol Ann Tomlinson (1999), we can recognize differentiated instruction by a variety of classroom characteristics:

Teachers begin where the students are. Teachers engage students in instruction through different learning modalities. A student competes more against himself or herself than others. Teachers provide specific ways for each individual to learn. Teachers use classroom time flexibly. Teachers are diagnosticians, prescribing the best possible instruction for each student. (p. 2)



Performance Standard #3: Delivers Quality Instruction

3a. Instruct bell to bell 3b. Use a variety of instructional strategies to focus instruction 3c. Engages students in learning 3d. Continually checks for understanding 3e. Deliver rigorous and relevant content 3f. Integrate 21st Century Skills in instruction 3g. Provides feedback about student proficiency

Delivers Quality

Instruction

Rigor

Engagement Instructional Strategies

Instructional Feedback

How do I determine the most appropriate instructional strategies

based on the needs of my students?

How do I gain access to the

standards and/or instructional model used for my content area/class?

Did I embed guided practice in the lesson at appropriate levels to support

all students and distributed across instruction?

How do I consistently provide instructional feedback to students in a meaningful, specific, and actionable

manner? How can I differentiate instruction for students with different abilities

and learning styles?

How do I communicate the learning objective to my students in a way that will generate interest and engagement?

What question will I ask during

instruction to at varying levels to

ensure students are learning?

How do I encourage students to comment and give feedback to

one another’s answers?

When will students collaborate with each other: Generate content? Practice skills? Apply

knowledge/skills into new content?

How and when will I model higher level

thinking processes?

How will I use specific tools and

resources to support the retention of skills/concepts?

How will I integrate learning with another discipline to support

the retention of skills/concepts?

How will I relate the learning to familiar

events and interests of my students?



Use this portion of the rubric to record critical elements of each strand to ensure quality


PERFORMANCE STANDARD #3: DELIVERS QUALITY INSTRUCTION

Professional educators deliver quality instruction. Educators should know and be able to:

3a. Instruct bell to bell.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS UNSATISFACTORY PROGRESSING PROFICIENT EXEMPLARY

Eng

ages

W

ithin

1

Min

ute The teacher wastes too

much time getting the attention of students to begin the lesson.

The teacher loses instructional time engaging students in the learning after the bell rings.

The teacher engages students within one minute of bell.

Students are taught to be self-directed learners who engage in learning activities within one minute of the bell.

Tra

nsiti

ons Transitions are

chaotic, with much time lost between lesson segments.

Not all transitions are efficient which results in some loss of instructional time. Teacher prompting is required for students to move from one learning segment to the next.

The teacher ensures transitions are smooth with no loss of instructional time. Students move efficiently from one learning segment to the next.

Transitions are designed as instructional opportunities with very little down-time. Students are able to self-progress from one learning segment to the next through well-established routines.

Purp

osef

ul C

losu

re The lesson ends

abruptly without purposeful closure.

Lesson closure engages a limited number of students. Lesson closure is perfunctory in nature and does not effectively prepare all students for follow-up practice and/or to link the lesson to future learning.

All students are engaged in purposeful closure to the lesson. Teachers use this time as an opportunity to guide reflection upon the learning accomplished, prepare students for follow-up practice and/or make connections to future learning.

All students are engaged in purposeful closure to the lesson. As a result, students leave the classroom with a clear sense of accomplishment, are prepared for follow-up practice, can make connections with future learning and are better able to self-start the next lesson.


3b. Use a variety of instructional strategies to focus instruction. Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Sele

ctio

n of

In

stru

ctio

nal

Stra

tegi

es Lacking instructional

focus, classroom time is often filled with activities that merely consume time.

Selects instructional strategies specific to the subject matter to support student understanding.

Selects multiple instructional strategies that serve to maintain focus and cognitively engage students.

Strategically selects from an extensive repertoire of instructional strategies to design meaningful learning experiences that challenge all students to be cognitively engaged throughout lesson.

Inst

ruct

iona

l D

eliv

ery

Instructional delivery is poorly executed and significantly lacks learning experiences that engage students.

Instructional delivery (activities, groupings of students, materials, and resources) engages some, but not all, of the students in the learning of content and skills.

Instructional delivery (activities, groupings of students, materials and resources) is effective in engaging students in important learning of content and skills.

Instructional delivery is well executed (activities, groupings of students, materials and resources) and effectively leads to student engagement in significant learning of content and skills.

Dire

ctio

ns a

nd E

xpec

tatio

ns

The teacher’s written and/or oral directions are confusing to the students, leaving them with questions about what they are supposed to do.

The teacher’s written and/or oral directions are sometimes unclear, causing students to frequently ask the teacher to repeat the directions. Explanations of content do not prepare all students to engage in classroom experiences without further guidance.

The teacher’s written and/or oral directions contain an appropriate level of detail and are clear to students. Explanations of content and pre-teaching important vocabulary effectively prepare students to engage in appropriate classroom experiences.

The teacher’s written and/or oral directions anticipate possible student misunderstanding and plans accordingly. The teacher prepares students well for understanding content by pre-teaching important vocabulary, scaffolding of more complex ideas and insuring that classroom experiences are appropriate, yet challenging.


3c. Engages students in learning. Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Act

ive

Eng

agem

ent Allows learning in the

classroom to be passive rather than active. Lecture and/or busy work characterize the learning experiences.

Although learning experiences are primarily teacher-directed, the teacher experiments with engagement strategies.

Creates an expectation around engagement that learning is an active process. Facilitates learning experiences that promote collaboration.

Creates an expectation that learning is active not passive. Facilitates challenging learning experiences that promote collaboration, independent learning and choice for all students.

Mul

tiple

Res

pons

e T

echn

ique

s

Calls on one student at a time to respond.

Frequently attributes the correct responses of a few students to the entire class.

Solicits responses from all students (e.g. to write a response, to give a thumbs up or down, to ask questions, to hold up an answer on a dry erase desk board) to show they are understanding.

Expects thoughtful responses from all students (e.g. to write a response, to give a thumbs up or down, to ask questions, to hold up an answer on a dry erase desk board) that show they are deepening their understanding of the lesson.

Cla

ss D

iscu

ssio

ns

The teacher monopolizes class discussions.

The teacher has limited success in engaging all students in class discussions and/or a few students dominate discussions.

The teacher successfully engages all students in class discussions. Students are provided with opportunities to practice discussion skills.

The teacher organizes the classroom and skillfully prepares students to effectively contribute to class discussions. In addition, students are taught to take an active role to ensure that all voices have an opportunity to be heard in discussions.


3d. Continually checks for understanding. Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Les

son

Sequ

ence

and

Pa

cing

The teacher does not use checks for understanding during the lesson. Without checks for understanding no adjustments are made to the lesson sequence or pacing when students are confused.

The teacher does not incorporate enough checks for understanding during the lesson. However, the teacher may adjust future lessons based on student response data at the conclusion of the lesson.

The teacher uses a variety of checks for understanding during the lesson. Based on classroom response data the teacher adjusts the lesson sequence and pacing during the lesson.

The teacher plans for a variety of checks for understanding during strategic points in the lesson. The teacher quickly adjusts the lesson sequence and pacing based on student response data to support individual student success.

Que

stio

ning

St

rate

gies

Teacher questioning is of poor quality presenting low cognitive challenge to students.

Only some teacher questioning strategies invite a thoughtful response.

Teacher questioning strategies require students to extend their thinking and elaborate their answers.

Strategic teacher questioning strategies require students to think critically and defend or justify their answers. Thoughtful questions serve to deepen the discussion.

Impl

emen

tatio

n of

DO

L’s There is no

Demonstration of Learning (DOL) or the lesson simply ends abruptly.

The Demonstration of Learning (DOL) is cumbersome, and difficult to gain quick information from.

The Demonstration of Learning (DOL) is completed in a short period of time and is easy to understand.

The Demonstration of Learning (DOL) is completed in five to ten minutes and is quickly reviewed by the teacher to assess learning. The DOL is easy to understand and varies from day to day.


3e. Deliver rigorous and relevant content. Evidence: Use this portion of the rubric to record critical elements of each


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Rig

orou

s an

d R

elev

ant

Cur

ricul

um Lessons and/or units

are too easy for the majority of students and/or class time is spent on busy work with low intellectual engagement.

Lessons and/or units spend the majority of class time on knowledge level tasks that may require only some intellectual engagement.

Lessons and/or units are designed to provide students with rigorous curriculum that is intellectually engaging.

Lessons and/or units are designed that maximize productive time focused on high levels of rigor and relevance that challenge students to be intellectually engaged throughout.

Prio

r Kno

wle

dge

and

Mak

ing

Con

nect

ions

Presentation of new content is either inappropriate for the grade level, poorly presented and/or does not connect with prior learning and knowledge. The teacher does not explain or leaves out information that would help students understand the relevancy of the concepts to their lives.

Assumes that students are able to make the link to prior learning and knowledge when presenting new content. The teacher spends very little time helping students understand the relevance of concepts to their lives.

Presentation of new content is grade level appropriate and students are able to connect prior knowledge and experiences with the new material being introduced. The teacher uses current examples and prerequisite knowledge known to students to illustrate concepts and make the content relevant for student’s lives.

Presentation of new content is challenging, appropriate and links well with students’ prior knowledge and experiences. The teacher adeptly uses prerequisite knowledge known to students to illustrate concepts and skillfully bridges connections regarding the relevancy of the learning to student’s lives.

Rel

evan

ce fo

r St

uden

ts Presentation of lesson

is not interesting. Students are bored and uninvolved in learning.

Whether or not they find it interesting, the students follow the teacher’s directions and do what is asked of them.

Students are interested and engaged in the lesson and can state how the subject being studied is relevant to their own learning.

Students find the lesson engaging and can explain how the subject being studied is relevant to other disciplines.


3f. Integrate 21st Century Skills (aka College and Career Readiness) in instruction. Evidence: Use this portion of the rubric to record critical elements of each


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Skill

s of

a 2

1st C

entu

ry

Lear

ner

Lesson and/or unit design does not help to prepare or teach students to develop 21st Century Skills (e.g., critical thinking and reasoning, problem-solving, information literacy, collaboration, self-direction and/or invention).

Lesson and/or unit design helps students to develop skills in using at least one 21st Century Skill (e.g. critical thinking and reasoning, problem-solving, information literacy, collaboration, self-direction and/or invention).

Lesson and/or unit design includes strategies for teaching 21st Century Skills (e.g., critical thinking and reasoning, problem-solving, information literacy, collaboration, self-direction and/or invention).

Lesson and/or unit design strategically provides opportunities for students to demonstrate 21st Century Skills (e.g., critical thinking and reasoning, problem-solving information literacy, collaboration, self-direction and/or invention).

Mat

eria

ls a

nd

Res

ourc

es Instructional materials

and resources are inappropriate for the grade level or course and/or are used ineffectively.

Instructional materials and resources limit student access to different perspectives.

Selects a variety of appropriate instructional materials and resources that provide students with different perspectives.

Secures a variety of relevant materials and resources to enhance and extend instructional experiences reflective of diverse perspectives and issues.

Tec

hnol

ogy

Inte

grat

ion Technology is not

used to promote organizational efficiency, support instruction, and/or is used inappropriately.

The teacher experiments with technology to promote organizational efficiency or support the subject matter. However, the technology may serve as a distraction from accomplishing the lesson or unit objectives.

When technology is used, it promotes organizational efficiency, students’ understanding of content, and is appropriate to accomplishing the lesson or unit objectives.

Integrates technology into the classroom which serves to maximize organizational efficiency, extend students’ expertise of both content and available technology, and is always appropriate to accomplishing the lesson or unit objectives.

3g. Provides feedback about student proficiency. Evidence: Use this portion of the rubric to record

critical elements of each strand to ensure F E



quality understanding of your professional practice.

Tim

ely

Feed

back

When feedback is given, it is too little, too late.

Feedback is provided at the end of units of study. This level of feedback generally does not provide information for students to make error corrections soon enough to improve performance for the next assigned task.

Feedback on assignments is provided in a timely manner. Students are clear on what areas need improvement for the next assigned task.

Feedback on assignments, assessments and major activities is timely and reinforces what students did well. Further, the feedback outlines specific strategies for students to practice in order for them to improve upon their performance for the next assigned task.

Hom

ewor

k

Homework expectations are not clear to students. Homework assigned as busywork and/or may be confusing to students. There is not a system in place for assigning and managing homework.

Homework is planned as part of the lesson, although there is not always a clear connection between the concepts and skills taught in the lesson and the homework. Student may have difficulty understanding what is expected of them. Assigning and managing homework is time consuming.

Homework is designed to reinforce and practice key concepts and skills from the lesson. Students know the expectations for homework completion and how it will be evaluated. Students know the system that is in place to assign and manage homework.

Homework is designed as an extension of the lesson to reinforce and expand the most important learning concepts and skills. The scoring criteria for successful completion of homework are provided in advance. An efficient system is in place for assigning and managing homework with shared responsibility by the teacher and students.

Gra

ding

and

Rep

ortin

g St

uden

t L

earn

ing

Grading is inconsistent, may be subjective, and students generally do not know what their cumulative grade will be until the end of the quarter or semester. Grading of assignments is incomplete.

Grading and reporting student learning is completed at the end of the unit. Grades and progress reports are completed per the school schedule.

The teacher has designed a grading and reporting system for documenting student learning. This is shared with students and parents in advance. Grades and progress reports are completed and updated regularly to allow students to check their own progress.

The teacher is proactive in establishing and clearly communicating the system used for grading and reporting student learning. The grading system is weighted to reflect proficiency of learning targets on the most recent and the most important evidence of student proficiency. Grades and progress reports are completed and updated regularly to allow students to monitor their own proficiency.

Standard #3

Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




Quality Instruction—3x Professional educators deliver quality instruction.

Technique/Approach: Outcome Sentences- I learned… I was surprised by… I now realize… I do not understand… I would like to find out more about…

1. Instruction begins within one minute of the bell (or start of the scheduled block time). 2. Procedures for transitions are in place, in writing and followed. 3. Students are in differentiated, small groups, based on skill focus and level. 4. NOTE: Small group seating does not equate to differentiated instruction. 5. Students and teacher use higher order questions, “Why?”, “Explain…”, “Compare and contrast…”. 6. Important vocabulary is pre-taught. 7. The teacher checks for understanding frequently (thumbs up/thumbs down, use of dry erase boards, think-pair-share and accountable talk) and adjusts instruction

accordingly. 8. The teacher provides appropriate wait time for students to respond thoughtfully. 9. There is clear closure to the lesson. 10. Lesson is diverse in type: visual, audio, and kinesthetic. 11. The DOL is clear and allows for a quick check to determine next instructional steps. 12. Teacher explains the relevance of the lesson. 13. Students are able to articulate why the lesson is relevant to them. 14. Technology is integrated as appropriate. 15. Feedback on assignments is specific and timely, empowering students to improve their skills. 16. Assigned homework is an extension of the lesson to reinforce skills learned. 17. Students cite the text to support their ideas.

Summary of “Look-fors”:


Teacher Evidence Student Evidence



Teachers are the most important in-school factor in student learning --(McCaffrey, Lockwood, Koretz, & Hamilton, 2003; and many other studies)

The research has clearly shown that quality teaching matters to student learning. Teacher quality has been consistently identified as the most important school-based factor in student achievement (McCaffrey, Lockwood, Koretz, & Hamilton, 2003; Rivkin, Hanushek, & Kain, 2000; Rowan, Correnti & Miller, 2002; Wright, Horn, & Sanders, 1997), and teacher effects on student learning have been found to be cumulative and long-lasting (Kain, 1998; McCaffrey et al., 2003; Mendro, Jordan, Gomez, Anderson, & Bembry, 1998; Rivers, 1999; Sanders & Rivers, 1996). A quality teacher is one who has a positive effect on student learning and development through a combination of content mastery, command of a broad set of pedagogic skills, and communications/interpersonal skills. Quality teachers are life-long learners in their subject areas, teach with commitment, and are reflective upon their teaching practice. They transfer knowledge of their subject matter and the learning process through good communication, diagnostic skills, understanding of different learning styles and cultural influences, knowledge about child development, and the ability to marshal a broad array of techniques to meet student needs. They set high expectations and support students in achieving them. They establish an environment conducive to learning, and leverage available resources outside as well as inside the classroom.----Center for High Impact Philanthropy (2010, p. 7)



Performance Standard #4: Interventions to Meet Diverse Needs

4a. Differentiate instruction based on student needs and background 4b. Implements interventions with fidelity and adjusts interventions based on results 4c. Adapt and modify instruction for the unique needs of learners

Interventions to Meet Diverse

Needs

How do I know the needs of

my students?

What are the standard resources

used for my class/students?

What are the structures in

place for intervention at

my school?

How do I gain access to

resources used for interventions?

What are some ways to appropriately modify

instruction?

What does it mean to

differentiate instruction?

Are my students challenged and

inspired at the start of a rigorous lesson?

How do I display my interest and

enthusiasm in the lesson?

Did I pace the lesson at an

appropriate rate to maximize student

engagement?

How do I know the learning styles of my students and

use learning strategies and

materials appropriately?

How do I use technology to

stimulate interest in the lesson?

Did I provide student choice and initiative as part of

the lesson?


Name: . Date: ___ Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


PERFORMANCE STANDARD #4: INTERVENTIONS TO MEET DIVERSE NEEDS

Professional educators increase the probability of advancing individual student achievement.


4a. Differentiate instruction based on student needs and background

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Diff

eren

tiatio

n T

echn

ique

s Does not differentiate instruction for highly able students.

Experiments with differentiated instructional techniques for highly able students without clearly defining the student’s needs that are being addressed by the use of the strategy.

Appropriately implements differentiated instructional techniques to meet the needs of highly able students.

Analyzes student achievement data to effectively design and differentiate instruction to challenge highly able students.

Diff

eren

tiate

s fo

r Le

arni

ng S

tyle

s

and

Abi

litie

s

Does not differentiate instruction to address needs of students with varying learning styles and abilities.

Requires support from others to be able to differentiate instruction for students with varying learning styles and abilities.

Provides evidence of incorporating various differentiated instructional strategies (e.g., tiered or compacting lessons) to meet the needs of students with varying learning styles and abilities.

Efficiently and appropriately differentiates instruction and assessment by content, process and/or product to address the unique learning differences of students that have a wide range of learning styles and abilities.

Stud

ent B

ackg

roun

ds

and

Inte

rest

s

Lessons are planned using a “one size fits all” approach, with no variation for addressing diverse student backgrounds or interests.

Although lessons are planned for whole group instruction, there is some “on the spot” adaptations to meet student interests.

Takes into consideration diverse student backgrounds and student interests when designing and implementing instruction.

Effectively designs and implements lessons using culturally responsive teaching strategies that demonstrate consideration of diverse student backgrounds and incorporate individual student interests.


4b. Implements interventions with fidelity and adjusts interventions based on results

Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Res

pons

e to

In

terv

entio

n

Assumes minimal responsibility in providing academic intervention academic needs and does not collaborate with special service providers to support students with unique learning needs.

Attends meetings to discuss concerns for specific students.

Participates in providing students with academic intervention to provide differentiated instruction and consults with special service providers to support student’s needs.

Assumes an active role as a member of the team providing academic intervention to provide differentiated instruction and works collaboratively with special service providers to support students with unique needs.

Inte

rven

tion

Impl

emen

tatio

n Makes no effort to implement interventions or maintain fidelity to the intervention model for students who have learning differences.

Requires additional skill development in effectively implementing selected interventions for students who have learning differences.

Implements interventions for individual students who have learning differences while maintaining fidelity to the intervention model.

Strategically implements and manages various research-based interventions for multiple students while maintaining fidelity to the intervention model(s).

Prog

ress

Mon

itorin

g Progress monitoring data is not available.

Progress monitoring data is recorded.

Records progress monitoring data to determine if interventions are effective. For students who require more intense interventions, the frequency of progress monitoring is increased.

Maintains progress monitoring data, and analyzes discreet data points to improve intervention effectiveness. Uses many forms of progress monitoring tools appropriately and accurately interprets results to adjust instruction accordingly.


4c. Adapt and modify instruction for the unique needs of learners Evidence: Use this portion of the rubric to record critical elements of each


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Plan

for S

peci

al L

earn

ing

Nee

ds

Student information is not used to plan instruction for learners in the general education classroom who have special needs (e.g., English Language Learners, Gifted and Talented, Special Education and 504 students).

Uses student information that is provided by others to plan for learners with special needs (e.g., English Language Learners, Gifted and Talented, Special Education and 504 students) who are in the general education classroom.

Accesses and uses student information to plan instruction for students in the general education classroom who have special learning needs (e.g., English Language Learners, Gifted and Talented, Special Education and 504 students).

A system is in place for accessing, retrieving, organizing, and analyzing information for planning instruction for students with special learning needs who are in the general education classroom (e.g., English Language Learners, Gifted and Talented, Special Education and 504 students).

Indi

vidu

al S

tude

nt P

lans

Fails to implement accommodations and/or modifications as specified in individual student plans (e.g., English Language Learners, Gifted and Talented, Special Education and 504 students) when students are in the general education classroom.

Implements required accommodations and/or modifications outlined in individual student plans (e.g., English Language Learners, Gifted and Talented, Special Education and 504 students) with support from others when students are in the general education classroom.

Appropriately implements accommodations and/or modifications as prescribed by individual student plans (e.g., English Language Learners, Gifted and Talented, Special Education and 504 students) when students are in the general education classroom.

Uses individual student plans (e.g., English Language Learners, Gifted and Talented, Special Education and 504 students) to effectively implement accommodations and/or modifications when students are in the general education classroom.

Inte

rdep

ende

nce

Resists or is passive in collaborating with others to implement and monitor individual student plans.

Allows others to take the lead in directing, implementing and monitoring individual student plans.

Collaborates and/or co-teaches with other educators to implement and monitor individual student plans.

Forms partnerships and works interdependently as a team with other educators to continually monitor and adjust individual student plans.

Standard

#4 Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




Interventions to Meet Diverse Needs—3x

Professional educators increase the probability of advancing individual student achievement. Technique/Approach: One Word Summary-Write a single summary sentence that answers the who, what, where, when, why, how questions on this standard.

1. Data is used to create small groups. 2. High achieving students are challenged to continue to improve. 3. Assignments are varied, differentiated in level of difficulty and assignment type. 4. The needs of English Language Learners are addressed. 5. The teacher makes referrals to the I and RS Committee as needed. 6. The teacher uses a progress monitoring log, noting interventions used and results of implementation of

recommendations from the I and RS team. 7. The teacher has agenda and minutes from I and RS meetings. 8. Lessons reflect requirements of IEPs, 504s, etc.



Teacher effectiveness significantly impacts student learning (Sanders & Rivers, Jordan et al.)

Student-focuses activities can provide appropriate opportunities for students to practice and extend previous or new content. Students learn by having many opportunities to practice and apply the new skills or concepts being taught

--(Anderson, Evertson & Brophy, 1979; Lyle, 1985; Rosenshine & Stevens, 1986; Tyler, 1965).



Performance Standard #5: Classroom Environment

5a. Contribute to a safe and orderly learning environment 5b. Use of effective classroom management procedures

5c. Effectively manage student behavior 5d. Foster collaboration and self-regulation in students 5e. Promote positive and respectful rapport

Classroom

Environment

What are the critical attributes of safe and

orderly learning environment?

Is there a correlation between classroom management and

student engagement?

How can I promote positive rapport and

high expectations with my students and

families?

What are the connections to fostering College and Career Readiness Skills

and fostering collaboration and self-regulation in my

students?

How can I check attendance and

gather other routine

information without using

instructional time?

How will I organize student materials and store them?

How will I involve my students in taking responsibility for

smooth transitions? How will I involve my

students in establishing classroom procedures for

routine matters?

How can I keep the learning environment

relatively free of disruptions?

How can I provide time for students to process and reflect on the learning that

has occurred?

How can I provide time for students to process and reflect on the learning that

has occurred?

Are you aware of and

prepared to implement the school safety

plan?

How do I convince and encourage students to believe in themselves?



Use this portion of the rubric to record critical

elements of each strand to ensure quality


PERFORMANCE STANDARD #5: CLASSROOM ENVIRONMENT

Professional educators establish a culture that is conducive to student well-being and learning.


5a. Contribute to a safe and orderly learning environment.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Rul

es a

nd R

egul

atio

ns Disregards, defies, or

ignores school behavioral rules and regulations. Student safety is compromised by teacher’s lack of compliance with emergency procedures. Is non-compliant and/or negligent with regard to supervision of students inside and outside the classroom setting.

Does not consistently reinforce school behavioral rules and regulations and/or is not clear about established procedures in emergency situations. Supervision of students inside and outside the classroom lacks an appropriate level of attention.

Complies with school behavioral rules and regulations and established emergency procedures to insure student safety needs are met. The supervision of students both inside and outside the classroom is at an appropriate level of attention.

Implements and continually reinforces all school behavioral rules and regulations and established emergency procedures to insure student safety needs are consistently met. Is fully engaged at all times with active supervision of students both inside and outside the classroom setting. There is evidence of students as active partners in assuming responsibility for enforcement of school rules.

Safe

& O

rgan

ized

E

nviro

nmen

t

The classroom arrangement is either unsafe or the use of space impedes learning.

Creates an environment that is safe, but has a “neutral” feel to it. Limited attention has been given to use of space. The classroom arrangement, while not causing significant management problems, does not contribute to varied learning possibilities.

The classroom environment is safe, organized and designed to support a student focus on learning purposes. Makes efficient use of available space.

Establishes a comfortable, safe, and inviting learning environment that is organized to facilitate a focus on learning. Maximizes efficient use of all available space to support a variety of instructional purposes.

Phys

ical

Res

ourc

es Uses physical resources

(e.g., furniture arrangement, technology, learning stations) poorly and/or learning is not accessible to some students.

The use of physical resources (e.g., furniture arrangement, technology, learning stations) limits engagement and do not necessarily promote learning activities that are accessible to all students.

The use of physical resources (e.g., furniture arrangement, technology, learning stations) contributes to all students being able to access learning opportunities.

Uses physical resources (e.g., furniture arrangement, technology, learning stations) optimally to ensure that all learning is equally accessible to all students. The physical arrangement of the classroom is flexible to maximize student engagement strategies. Takes into account individual needs of students when arranging the classroom environment.


5b. Use effective classroom management procedures. Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Rou

tines

and

Pro

cedu

res There are no

established classroom routines and /or procedures are not reinforced. Students do not know classroom procedures resulting in confusion and a significant loss of wasted learning time characterized by student time off-task.

Procedures to manage classroom routines are outlined, although they are inconsistently followed by the students and/or teacher. The teacher spends too much instructional time redirecting student behavior.

Procedures to manage routine tasks and materials are in place resulting in efficient practices that do not interfere with learning time. Routines and responsibilities for management of tasks is known to students and accomplished efficiently and in ways that do not contribute to “down time.”

Procedures to facilitate student management for carrying out routine tasks and materials management are in place resulting in highly efficient practices that maximize time for learning. Procedures and routines are efficiently managed by self-directed learners.

Lear

ning

Exp

erie

nces

an

d A

ctiv

ities

Learning experiences and activities are disorganized and poorly managed.

Learning experiences and activities are primarily managed by the teacher resulting in loss of learning time for some students who must wait for teacher directions. There are some inefficiencies in managing routine tasks that take time away from learning.

Learning experiences and activities are routinely organized by the teacher in such a way that students can maximize time for learning.

Learning experiences and activities are highly organized and efficiently facilitated by both the teacher and students who each assume responsibility for maximizing time for learning.

Inde

pend

ent a

nd

Coo

pera

tive

Wor

k

Procedures for independent and/or cooperative group work are not established and/or not reinforced - resulting in considerable “down-time” where students are not productively engaged in learning.

In the absence of known procedures, students spend time waiting for teacher re-direction in order to engage in independent work or cooperative group work.

Procedures for independent and/or cooperative group work are known in advance and most students are engaged throughout the lesson in purposeful learning.

Students consistently assume responsibility for following procedures for independent and/or cooperative group work and hold themselves accountable for contributing productively to their own learning.


5c. Effectively manage student behavior. Evidence: Use this portion of the rubric to record critical elements of

each strand to ensure quality understanding of

your professional practice.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Dis

cipl

ine

Plan

Has not established classroom rules and/or procedures. Standards of conduct are unclear to students. The teacher attempts to control the classroom through threats of referral or by increasing vocal intensity. The teacher spends an inordinate amount of time dealing with behavior issues.

Most students seem to understand the classroom rules and standards of conduct. Consequences for inappropriate behavior are inconsistently applied. The teacher is generally aware of student behavior, but may miss the misbehavior of some students.

Explicit classroom rules and standards of conduct are clear to all students. Consequences for inappropriate behavior are reasonable and consistently applied. The teacher demonstrates awareness of events in the classroom and often anticipates and prevents potential problems.

Students contributed to designing the classroom rules and standards of conduct upheld by all members of the classroom. Consequences for inappropriate behavior are reasonable, clear, and consistently applied. Monitoring by the teacher of events in the classroom is subtle and proactive.

Re-

dire

ctio

n T

echn

ique

s Lessons have numerous disruptions.

The teacher’s repertoire of techniques to manage student behavior is limited; resulting in too much time spent redirecting student misbehavior.

While students also monitor their own behavior, the teacher is skilled at using a variety of techniques to re-direct students back to the task of learning.

Students monitor their own and their peers’ behavior, correcting one another respectfully. The focus of discipline is to maximize student learning time and students show a respect for the rights of other students to learn.

Circ

ulat

ion

Dur

ing

Inst

ruct

ion

Remains basically stationary and is often inaccessible to many students.

Utilizes proximity to students during learning activities to prevent disruptive behavior.

Circulates during instruction and learning activities to support engagement, interact with students and monitor behavior and learning.

Circulates during instruction and learning activities to interact with students, prompt student thinking and assess progress. Exhibits a heightened awareness of the learning that occurs in all areas of the classroom.


5d. Foster collaboration and self-regulation in students. Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS UNSATISFACTORY PROGRESSING PROFICIENT EXEMPLARY

Fost

ers

Se

lf-R

egul

atio

n

in S

tude

nts

Uses a one dimensional approach to directing student learning. Students are passive learners.

Primary responsibility for the students staying on task and focused on learning rests with the teacher. The emphasis is more on the “teacher as worker.”

Fosters self-regulation in students so that they are able to take responsibility for staying on task and focusing on improving their performance. There is an emphasis on the “student as learner.”

Develops self-regulating students who acknowledge they are being challenged academically and they assume responsibility for staying on task and focused on moving from one performance level to the next. There is a strong emphasis on the “student as producer.”

Col

labo

rativ

e D

ecis

ion

Mak

ing Does not promote

student collaboration or decision making.

Uses a few strategies to engage students in collaborative activities that promote cooperation of students within the class.

Engages all students in collaborative activities that promote communication, decision making and group responsibility to the classroom community.

Facilitates the conditions under which students demonstrate strategies for collaboratively solving problems and engaging in decision making in the classroom and/or school community.

Stud

ent

Lead

ersh

ip There is no

evidence that student leadership opportunities are fostered.

The teacher creates opportunities for individual students to have classroom responsibilities.

Students are given opportunities for leadership in the classroom.

There is strong evidence that the teacher fosters student leadership within the classroom and/or the school community.


5e. Promote positive and respectful rapport. Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Stud

ent-

to-S

tude

nt

Inte

ract

ions

The teacher allows student-to-student interactions characterized by conflict, sarcasm or put-downs. Student interactions in the classroom are disrespectful.

The teacher reinforces student-to-student interactions that are appropriate, but there may be an occasional display of insensitivity to cultural or developmental differences among students.

The teacher fosters student-to-student interactions that are polite and respectful. Student individuality and the dignity of each student is consistently maintained.

The teacher fosters a classroom culture in which student-to-student interactions are highly respectful. As a class, students have learned to be supportive of one another’s individuality and developmental levels. The dignity of each student is consistently maintained and honored.

Tea

cher

-to-

Stud

ent

Inte

ract

ions

Teacher-student interactions reflect a lack of rapport between the teacher and students.

Teacher-student interactions are cordial, but may not transfer to positive teacher-student relationships.

Teacher-student interactions are positive and respectful rapport is demonstrated. Positive teacher-student relationships serve as a model for student learning and practicing of behaviors that contribute to a learning community.

Teacher-student interactions serve as a model of positive and respectful rapport. Positive teacher-student relationships promote the development of socially competent students who are able to demonstrate behaviors that contribute to a learning community.

Tol

eran

ce a

nd

Res

pect

for

Div

ersi

ty

The teacher does not teach or model tolerance strategies. Teacher actions/words embarrass and/or devalue students.

The teacher is beginning to address issues related to tolerance and respect for cultural differences, although expectations may not be consistently enforced.

The teacher incorporates lessons on teaching tolerance strategies to students fostering respect for multicultural students. The teacher reinforces high expectations for demonstrations of civility among members of the class.

The teacher is intentional about teaching tolerance strategies and reinforces classroom interactions that are respectful of multicultural students. Students take responsibility for ensuring high levels of civility among members of the class.

Standard #5

Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary 1 - Ineffective 2 - Partially Effective 3 - Effective 4 - Highly Effective



Classroom Environment—2x

Professional educators establish a culture that is conducive to student well-being and learning.

Technique/Approach: Table Talk

1. School and classroom expectations are posted and visible to students. 2. Classroom procedures are clear, posted and followed. 3. A Behavior Management System is communicated, documented and followed. 4. Students take an active role in assuming responsibility for the efficient running of the classroom. 5. Students answer in complete sentences. 6. Students are referred to by name. 7. Respect is demonstrated between teacher and students and among students. 8. There are clear walking paths; no exits are blocked. 9. Materials are organized, labeled and accessible to students. 10. Anchor charts are posted at a height that is visually accessible to students. Print size is readable. 11. The teacher circulates to ensure students are on task and re-directs as needed. 12. Students are safe taking academic risks.



An efficient learning environment is achieved through the preparation, not only of the lesson, but also of the physical surroundings (Emmer)

Effective time managers in the classroom do not waste valuable minutes on unimportant activities; they keep their students continuously and actively engaged ---What Works



Performance Standard #6: Leadership

6a. Understand their role and responsibility in implementing the district and/or building action plan 6b. Promote the concept of Professional Learning Communities through collaboration and purposeful learning 6c. Continue professional growth

Leadership

What are some ways I can demonstrate leadership in my

classroom?


school?


profession?

What are some ways I can demonstrate

leadership through advocacy for my students/school?

What are some ways I can demonstrate

leadership through high ethical standards?

How can I demonstrate leadership through effective function in

complex and dynamic professional learning

environments?





PERFORMANCE STANDARD #6: LEADERSHIP Professional educators have a responsibility for professional growth and

positive leadership. Educators should know and be able to:

6a. Understand their role and responsibility in implementing the District and/or Building Action Plan.

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Lead

ersh

ip S

kills

Allows others to fulfill the goals and priorities outlined in the Building Action Plan.

Works collaboratively with leadership to fulfill the goals and priorities outlined in the Building Action Plan.

Actively participates in positively contributing to fulfillment of the goals and priorities outlined in the Building Action Plan by serving in a building leadership capacity (e.g., Department Chair, Grade Level Leader, Content Collaborator, Building Leadership Team, BAAC and/or building committees), and demonstrates Level I Leadership Skills.

Assumes a positive role in seeking more effective, solution-oriented ways within the building and the district to fulfill the goals and priorities outlined in the District/Building Action Plan (e.g., member of the Building Leadership Team, may be a Department Chair, Grade Level Leader and/or serves on building or district level committees), and demonstrates Level II Leadership Skills.

Col

legi

al

Part

ners

hips

Does not act in ways that reinforce the implementation of school improvement efforts.

Maintains relationships with colleagues to fulfill duties that the school requires.

Provides mutual support and cooperation with colleagues and administrators that contributes to improving the functioning of the school.

Initiates positive relationships and forms collegial partnerships with colleagues, support staff, administrators, parents and others to contribute to the effective functioning of the school and/or programs within the district.

Focu

ses

on

Qua

lity

Inst

ruct

ion

Engages in disagreements and/or is unsupportive of school improvement efforts.

Supportive of the school’s focus on improving the quality of instruction for students.

Steps forward to support and promote the school’s focus on improving the quality of instruction for all students.

Works in mutually reinforcing ways to promote and protect the school’s focus on improving the quality of instruction for all students. Displays a sense of self-efficacy.


6b. Promote the concept of Professional Learning Communities/Professional Forums through collaboration and purposeful involvement.

Evidence: Use this portion of the rubric to record critical elements of each


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


PLC

Par

ticip

atio

n

Works in isolation with little evidence of collaboration with colleagues to implement the concepts of PLC’s/professional forums (i.e. vertical and horizontal articulation, data meetings).

Requires additional skill development and practice for effectively implementing the concepts of PLC’s/professional forums (i.e. vertical and horizontal articulation, data meetings).

Actively participates in a PLC/professional forums (i.e. vertical and horizontal articulation, data meetings) to articulate the essential curriculum, design and gather relevant assessment data to inform instruction and implement and monitor effectiveness of intervention strategies.

Exhibits highly collaborative skills that support the PLC/professional forums (i.e. vertical and horizontal articulation, data meetings) members in working interdependently to achieve common goals, develop strategies to achieve those goals, gather and use relevant data and continuously learn from one another.

Prof

essi

onal

Inq

uiry

No time is devoted to dialogue with colleagues in PLC’s/professional forums (i.e. vertical and horizontal articulation, data meetings) to improve student outcomes.

Takes some initial steps to engage in dialogues with colleagues in PLC’s/professional forums (i.e. vertical and horizontal articulation, data meetings).

Actively participates in a culture of professional inquiry with colleagues to improve best practices in PLC’s/professional forums (i.e. vertical and horizontal articulation, data meetings), stays focused and moves the discussion forward.

Facilitates dialogues that challenge self and others on the PLC/professional forums (i.e. vertical and horizontal articulation, data meetings) team to continually improve PLC/professional forums (i.e. vertical and horizontal articulation, data meetings) effectiveness (e.g., engaging in collective inquiry on questions specifically linked to student achievement, use of protocols, engaging in action research and practicing sense-making).

Prof

essi

onal

Le

arni

ng

Makes no effort to share knowledge with others or to contribute productively to the professional learning of the team.

Exchanges ideas with other teachers and members of the team regarding such things as instructional materials and teaching strategies.

Volunteers to participate in school or district professional learning making an important contribution to the work of the team.

Shares best practice strategies with others through modeling or conducting professional development both inside and outside the school and/or district.


6c. Continue professional growth. Evidence: Use this portion of the rubric to record critical elements of each


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Life

-long

Le

arni

ng Does not engage

in professional development activities other than for licensure renewal.

Participates in professional development opportunities to gain new skills. Seeks to improve teaching practices.

Actively reflects on improving teaching practices, seeking new professional development opportunities to grow professionally.

Challenges self to grow professionally providing evidence of life-long learning. Evidence of life-long learning is integrated into teaching practices enhancing effectiveness.

Men

tors

hip

and

Peer

Fe

edba

ck Does not seek or

accept feedback from mentors or peers.

Seeks and accepts support from a mentor and/or peers.

Positively impacts the work of other educators through mentorship and/or peer feedback.

Serves as a skilled mentor for other educators. Takes leadership role in peer feedback and/or establishes mentorship opportunities for students.

Perf

orm

ance

G

oal S

ettin

g

Sets low performance goals for self and/or has difficulty providing evidence of monitoring or meeting individual performance goals.

Develops individual performance goals and monitors as required.

Establishes individual, measurable performance goals that align with the building action plan and has a strategy for monitoring own progress in reaching these goals.

Establishes challenging individual, measurable performance goals that meet and/or exceed the goals in the district/building action plan and monitors own progress in reaching these goals.

Standard #6

Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




Leadership—2x

Professional educators have a responsibility for professional growth and positive leadership.

Technique/Approach: Table Talk

1. The teacher demonstrates leadership in grade level, department and/or school meetings. 2. The teacher leads projects beyond the scope of his/her teaching responsibilities: book fair, clubs,

assemblies, parent workshops, volunteer tutoring, etc. 3. The teacher participates in dialogues to resolve challenges and is a part of implementing solutions. 4. The teacher shares best practices with colleagues through staff meetings, one on one sessions,

modeling lessons and co-teaching. 5. The teacher serves as a skilled mentor for colleagues. 6. The teacher pursues professional development opportunities within and outside of the District.



Teachers’ behavior serves as a model for students about what is expected of them and what is valued (Squires, Huitt, & Segars).

Caring, self-efficacy, and enthusiasm18 are just a few examples of teacher characteristics that have been

demonstrated to influence both cognitive and affective learning. Classroom observations often reveal that

effective teachers demonstrate more respect and caring for students than do less effective teachers.

Another key attribute of professionalism is a commitment to continuous improvement and perpetual learning. Interestingly, effective teachers monitor and strengthen the connection between their own development and students’ development



Performance Standard #7: Professional Responsibilities

7a. Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) policies, and school rules 7b. Demonstrate professionalism 7c. Effectively communicates and solves problems

Professional

Responsibilities

What impact, if any, have professional interactions with colleagues such as collaboration, coaching, mentoring,

or participating in professional learning community activities had on your professional development this

year?

How do I incorporate my professional reading and reflection into my professional practice?

What has been my most meaningful professional learning experience this year?

How has my participation in professional learning

impacted student achievement?

How have I been involved in the school improvement

process this year? In what ways has your practice been influenced by the school improvement process, if at all?

How has student achievement been impacted by implementing the school improvement plan?

How do I access/use federal, state, and district policy/regulations for review?


Name: . Date: ___ Evidence: Use this portion of

the rubric to record critical elements of each strand to ensure quality understanding of your professional practice.

PERFORMANCE STANDARD #7: PROFESSIONAL RESPONSIBILITIES

Professional educators have a responsibility to the profession, district, parents, students and the public.


7a. Adhere to federal laws, state statutes and regulations pertaining to education, the Board of Education (BOE) policies, and school rules

IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Leg

al a

nd

Prof

essi

onal

R

espo

nsib

ilitie

s

Disregards or has no awareness of legal and professional responsibilities pertaining to education.

Has a limited understanding and seeks to raise awareness of their legal and professional responsibilities pertaining to education.

Understands and abides by the legal and professional responsibilities pertaining to education.

Fully understands, abides by and supports the legal and professional responsibilities pertaining to education. The teacher acts proactively in seeing that colleagues comply with standards of excellence.

Com

plia

nce Does not comply with

school rules and district policies and procedures.

Inconsistently complies with school rules and district policies and procedures.

Complies fully with school rules and district policies and procedures.

Complies with school rules and district policies and procedures. Actively contributes to solutions that promote effective implementation of policies and procedures.

Con

fiden

tialit

y Disregards the legal

and professional aspects of confidentiality practices.

Seeks clarification and understanding of confidentiality practices. Takes initiative to do research, ask questions, and communicate with colleagues about best practice with regard to confidentiality laws.

Maintains the legal and professional aspects of confidentiality practices. Has a working knowledge of the law as evidenced by the decisions made regarding how, when, where, why, and with whom confidential information is shared and stored.

Demonstrates respect for and prohibits others from sharing confidential information inappropriately. Acts in reinforcing ways to support decisions made regarding how, when, where, why, and with whom confidential information is shared and stored.


7b. Demonstrate professionalism Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Res

pect

ful W

orkp

lace

Exhibits disrespectful behavior when interacting with students, parents, staff and/or the community. Violates respectful workplace behaviors.

Interactions with students, parents, staff and the community are neutral. Complies with respectful workplace behaviors.

Consistently models respect for others when interacting with students, parents, staff and the community. Models respectful workplace behaviors.

Promotes a culture focused on exemplifying respect for others. Adheres to high standards of professionalism characteristic of respectful workplace behaviors.

Hon

esty

and

In

tegr

ity Displays unethical or

dishonest conduct when dealing with students, parents and/or colleagues.

Uses poor judgment when dealing with students, parents and/or colleagues.

Deals with students, parents and/or colleagues with honesty and integrity.

Displays the highest level of ethical and professional conduct acting honestly and with integrity when dealing with students, parents, colleagues and/or the community.

Oth

er D

utie

s

as A

ssig

ned

Absent from assignment and assigned duties and/or is habitually late.

Performs assignment and other duties as assigned. Is usually present and on time.

Assumes responsibility for the successful implementation of their assignment and other duties as assigned. Is present and on time.

Assumes full responsibility for, and improves upon, the effective and efficient implementation of their assignment and other duties as assigned.


7c. Effectively communicates and solves problems. Evidence: Use this portion of the rubric to record critical elements of each strand to ensure quality


IND

ICA

TO

RS

OF

EF

FE

CT

IVE

NE

SS


Com

mun

icat

ion

Poorly communicates to students, staff, families, colleagues and/or the community. Communication neither is accurate, understandable nor is it sent in a timely fashion.

Communicates information adequately using oral, written and/or electronic methods.

Consistently communicates clear, understandable and accurate information in an efficient and timely manner with multiple audiences using a variety of communication methods.

Effectively communicates with diverse audiences in a manner that supports the welfare and success of students and the organization. Communication serves to advance understanding in challenging situations.

Con

flict

R

esol

utio

n an

d D

ecis

ion

Mak

ing Minimal

involvement in identifying and seeking solutions to issues. Solutions may even have an adverse impact.

Makes limited contributions when identifying and seeking solutions to effectively address building or academic issues.

Actively participates to identify and seek solutions using conflict resolution and decision making strategies that effectively address building or academic issues.

Facilitates and models strategies for identifying and seeking solutions to building/district level professional and/or academic issues.

Prof

essi

onal

C

ompo

sure

Loses composure or becomes defensive when faced with a difficult problem.

Requires reassurance from others to maintain composure in the face of conflict or difficult issues.

Assumes responsibility for maintaining professional composure in the face of conflict or difficult situations.

Anticipates and diffuses conflicts using a variety of communication methods, as well as conflict resolution techniques. Is a calming presence when faced with conflict or challenges.

Standard

#7 Overall Score

Unsatisfactory

Progressing I

Progressing II

Proficient I

Proficient II

Proficient III

Exemplary




Professional Responsibilities—1x

Professional educators have a responsibility to the profession, district, parents, students and the public.

Technique/Approach: Brainstorming

1. The teacher submits all required documents and reports on time: lesson plans, attendance, progress reports, report cards, etc. 2. The teacher is punctual for school, scheduled classes and duties. 3. The teacher consistently reinforces school and classroom rules. 4. The teacher meets deadlines to input data into electronic data systems. 5. The teacher checks emails regularly and responds in a timely manner. 6. The teacher actively and positively participates in meetings. 7. The teacher attends required meetings on time. 8. The teacher effectively participates in parent conferences, Back to School Nights, etc. 9. The teacher communicates with parents about academic concerns in a timely manner. 10. The teacher works collaboratively and confidentially with the Child Study Team, School Nurse and all school and District personnel. 11. The teacher communicates with students, parents, and colleagues in a respectful manner in person and in writing.



Effective teachers continuously practice self-reflection, self-evaluation and self-critique as learning tools. They are curious about the art and science of teaching and about themselves as effective teachers. They often portray themselves as students of learning. They learn by continuously studying their classroom experiences in an effort to improve practice. They constantly improve lessons, think about how to reach particular children, and seek and try out new approaches in the classroom to better meet the needs of their learners. Wenglinsky, H. (2004).

Effective teachers invest in their own education. They take responsibility for their own learning, actively engage in self-directed learning based on a set of established goals and in community with like professionals, they tend to become more self-directed and take responsibility for their own learning. Langer, J. (2001).

Teachers of high self-efficacy set themselves higher goals and stick to them. They invest more effort and persist longer than those low in self-efficacy. Leigh, A. (2010).

The reviews of research on teacher self-efficacy have summarized that teachers’ self-efficacy is associated with their teaching practices in classrooms and student outcomes such as students’ own self-efficacy beliefs and student engagement, motivation, and achievement. Wang, X. (2000).


Promoting Common Language Key Terms and Concepts

1. "Announced observation" means an observation in which the person conducting an evaluation for the purpose of evaluation will notify the teaching staff member of the date and the class period that the observation will be conducted.

2. "Annual performance report" means a written appraisal of the teaching staff member's performance prepared by the teaching staff

member's designated supervisor based on the evaluation rubric for his or her position. 3. "Annual summative evaluation rating" means an annual evaluation rating that is based on appraisals of educator practice and student

performance, and includes all measures captured in a teaching staff member's evaluation rubric. The four summative performance categories are highly effective, effective, partially effective, and ineffective.

4. Corrective Action Plan (CAP) Any teaching staff member who is rated Ineffective or Partially Effective on their evaluation receive

additional support through a Corrective Action Plan (CAP). 5. "Calibration" in the context of educator evaluation means a process to monitor the competency of a trained evaluator to ensure the

evaluator continues to apply an educator practice instrument accurately and consistently according to the standards and definitions of the specific instrument.

6. "Co-observation" means two or more supervisors who are trained on the practice instrument who observe simultaneously, or at alternate

times, the same lesson or portion of a lesson for the purpose of training. 7. "Co-observers" shall use the co-observation to promote accuracy in scoring, and to continually train themselves on the instrument. ii. A

co-observation shall count as one required observation for the purpose of evaluation pursuant to N.J.A.C. 6A:10-4.4, as long as the observer meets the requirements set forth in N.J.A.C. 6A:10-4.3 and 4.4;


8. "Designated supervisor" means the supervisor designated by the chief school administrator or his or her designee as the teaching staff member's supervisor.

9. "District Evaluation Advisory Committee" means a group created to oversee and guide the planning and implementation of the district

board of education's evaluation policies and procedures as set forth in N.J.A.C. 6A:10-2.3. 10. "Educator practice instrument" means an assessment tool that provides scales or dimensions that capture competencies of professional

performance and differentiation of a range of professional performance as described by the scales, which must be shown in practice and/or research studies.

11. "Evaluation rubric" means a set of criteria, measures, and processes used to evaluate all teaching staff members in a specific school

district or local education agency. Evaluation rubrics consist of measures of professional practice, based on educator practice instruments, and student outcomes.

12. "Long observation" means an observation for the purpose of evaluation that is conducted for a minimum duration of 40 minutes or one

class period, whichever is shorter.

13. Mentoring During their first year of teaching, all novice teachers are paired with an experienced teacher to serve as a mentor. Mentors are expected to observe the novice teacher and share feedback, model strong practice, and provide confidential support and guidance. During this first year of mentoring, novice teachers receive an evaluation, but evaluation results are not linked to tenure decisions. To the greatest extent possible, mentoring activities should be developed in consultation with the School Improvement Panel. Such activities should be responsive to the unique needs of different teachers in different instructional settings as identified by evaluation structures.

14. "Multiple measures" The teacher evaluation framework is based on multiple measures of performance and student growth. It is important

that the holistic evaluation rating consider multiple factors across time. Accordingly, there are multiple measures within teacher performance and student growth, within and across years. The student growth measures may include data from multiple assessments and subjects.


15. "Observation" means a method of collecting data on the performance of a teaching staff member's assigned duties and responsibilities. An observation for the purpose of evaluation will be included in the determination of the annual summative evaluation rating N.J.A.C. 6A:9-1.1.

16. Ongoing Professional Development (PD) / Individual PD Plans Above and beyond the targeted feedback received through the new evaluation system, all teaching staff members receive ongoing professional development (PD) and an individual PD plan to support student achievement. Like mentoring, PD activities should, where possible, be developed in consultation with the ScIP to ensure that the results of evaluation inform instructional development.

17. “Praise feedback” means a statement about the observed process or performance of the staff member or the artifact of evidence for the

professional standard. It is stated in a manner to support the continued process or strategy. 18. "Post-observation conference" means a meeting, either in-person or remotely, between the supervisor who conducted the observation

and the teaching staff member for the purpose of evaluation to discuss the data collected in the observation.

19. “Polish feedback” means a statement about the observed performance, process, or strategy of the staff member or the artifact of evidence for the performance standard. It is stated in a manner for professional improvement and refinement.

20. Rating: the designation assigned to the practice observed in each standard, based on evidence (Progressing I=2; Progressing II= 3,

etc.) 21. Raw Score: the single digit number that represents the teacher practice on a scale of 1-4

22. "Scoring guide" means a set of rules or criteria used to evaluate a performance, product, or project. The purpose of a scoring guide is to

provide a transparent and reliable evaluation process. Educator practice instruments include a scoring guide that an evaluator uses to structure his or her assessments and ratings of professional practice.

23. Sum: the total of the averaged and weighted ratings in the seven standards


24. "Short observation" means an observation for the purpose of evaluation that is conducted for at least 20 minutes.

25. "Signed" means the name of one physically written by oneself or an electronic code, sound, symbol, or process attached to or logically

associated with a record and executed or adopted by a person with the intent to sign the record. 26. "Student growth objective" means an academic goal that teachers and evaluators set for groups of students.

27. "Student growth percentile" means a specific metric for measuring individual student progress on Statewide assessments by tracking how

much a student's test scores have changed relative to other students Statewide with similar scores in previous years. 28. Summative Rating: conversion of the Sum of the Weighted Scores, based on the NJDOE Summative Rating Scale: “Ineffective”,

“Partially Effective”, “Effective”, or “Highly Effective” 29. "Supervisor" means an appropriately certified teaching staff member, as defined in N.J.S.A. 18A:1-1, or superintendent employed in the

school district in a supervisory role and capacity, and possessing a school administrator, principal, or supervisor endorsement as described in N.J.A.C. 6A:9B-11.

30. "Teacher" means a teaching staff member who holds the appropriate standard, provisional, or emergency instructional certificate issued

by the State Board of Examiners and is assigned a class roster of students for at least one particular course.

31. “Teacher evaluation” consists of two primary components: Teacher Practice (measured primarily by classroom observations) and Student Achievement (measured by Student Growth Objectives and, for a select group of teachers, Student Growth Percentiles).

32. "Teaching staff member" means a member of the professional staff of any district or regional board of education, or any county vocational

school district board of education, holding office, position, or employment of such character that the qualifications for such office, position, or employment require him or her to hold a valid, effective, and appropriate standard, provisional, or emergency certificate issued by the State Board of Examiners. Teaching staff members include the positions of school nurse and school athletic trainer. There are three


different types of certificates that teaching staff members work under: 1. An instructional certificate; 2. An administrative certificate; and 3. An educational services certificate.

33. Tenure Acquisition Any teaching staff member hired (board-approved) after the August 6, 2012 signing of TEACHNJ is eligible to earn

tenure after four years

34. Tenure Hearings and Arbitration Prior to enactment of TEACHNJ, teachers were rarely charged with inefficiency, and the cumbersome tenure revocation process could take years to complete (including the 90-day period granted to teachers to rectify any behavior deemed inefficient). The streamlined process is as follows:

• If any tenured teaching staff member is rated Ineffective or Partially Effective in two consecutive summative annual evaluations (see chart above), he or she will be charged with inefficiency.

• Within 30 days of the filing, the board of education shall forward the written charges to the Commissioner, unless the board determines that the evaluation process has not been followed.

• The employee has 15 days to submit to the Commissioner a written response to the charges and then the Commissioner has up to 10 days to refer the case to an arbitrator to determine potential loss of tenure.

• For all charges, the hearing shall be held within 45 days of the assignment to the arbitrator. The written decision shall be held within 45 days from the start of the hearing.

• The costs of the arbitrator will be borne by the State of New Jersey.

35. Tenure Revocation The process for removing tenure for inefficiency has also been revamped under the law. For teachers, principals, APs, and VPs, inefficiency-related tenure revocation decisions are now based upon the outcome of evaluations, specifically triggered by multiple years of Ineffective and/or Partially Effective summative ratings.

36. "Unannounced observation" means an observation in which the person conducting an observation for the purpose of evaluation will not

notify the teaching staff member of the date or time that the observation will be conducted.


Helpful Links/Resources http://www.state.nj.us/education/AchieveNJ/teacher/ Provides an extensive overview of the teacher evaluation consists of two primary components: Teacher Practice (measured primarily by classroom observations) and Student Achievement (measured by Student Growth Objectives and, for a select group of teachers, Student Growth Percentiles). http://www.state.nj.us/education/AchieveNJ/resources/scoring.shtml

Official summative ratings are calculated by an educator's district/the Department, but the simulation tools link can be used to help educators get a sense of how the various components of an evaluation can affect a summative score.

http://www.state.nj.us/education/AchieveNJ/other/

Locates evaluation rubrics for educators other than teachers and principals (e.g. nurses, librarians, supervisors, etc.) may differ based on their specific roles, all educators in certificated positions in New Jersey must be appropriately evaluated.

http://www.state.nj.us/education/AchieveNJ/teacher/objectives.shtml

Summarizes SGOs as long-term academic goals for groups of students set by teachers in consultation with their supervisors as part of the evaluation process.

http://www.state.nj.us/education/AchieveNJ/teacher/

http://www.state.nj.us/education/AchieveNJ/resources/scoring.shtml

http://www.state.nj.us/education/AchieveNJ/other/

http://www.state.nj.us/education/AchieveNJ/teacher/objectives.shtml


http://www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml

Provides context for SGP as a measure of how much a student improves his or her state test performance from one year to the next compared to students across the state with a similar score history.

http://www.state.nj.us/education/AchieveNJ/pd/

AchieveNJ can support educators' ongoing professional learning and growth in multiple ways, through both the learning that has to occur to implement the system and the learning that is informed by evaluation results

http://www.state.nj.us/education/AchieveNJ/teacher/iqt/

The Implementation Quality Framework (IQF) below conceptualizes the components of evaluation implementation and provides a graphic organizer for describing where quality can be improved.

http://www.state.nj.us/education/AchieveNJ/resources/events.shtml

The Evaluation Team provides workshops, trainings, and other direct support to educators across the state. Use this link to check on upcoming opportunities and resources.

http://www.state.nj.us/education/AchieveNJ/resources/

A conglomerate of resources that includes: General Information, Evaluation of Various Types of Employees, Measures of Student Achievement in Evaluations, Measures of Educator Practice in Evaluations, Professional Support Tied to Evaluations, Evaluation Scoring, Summative Conferences, and End of School Year Resources, TEACHNJ and Regulatory Resources, Committees (DEAC, ScIP, ANJAC), and Department Reports and Memos.

http://www.state.nj.us/education/AchieveNJ/teacher/percentile.shtml

http://www.state.nj.us/education/AchieveNJ/pd/

http://www.state.nj.us/education/AchieveNJ/teacher/iqt/

http://www.state.nj.us/education/AchieveNJ/resources/events.shtml

http://www.state.nj.us/education/AchieveNJ/resources/


Forms Used to Support the Evaluation Sy stem


Classroom Visitation and Support Form

(Access via your Media-X account for entire form)


Teacher Pre-Conference Form



Teacher Post-Conference Form



Teacher Observation Form



Annual Summary Conference Form

For Teachers Receiving a Median Student Growth percentile (mSGP) Score

(Access via your Media-X account)



For Teachers NOT Receiving mSGP Score




For Teachers NOT Receiving Summative Rating


teacher evaluation guidebook docs...in january, 2012, as part of this process, the paterson public...

Documents