1. Teacher Practice in 2013-2014

2.  In 2012, the New Jersey Legislature unanimously passed the TEACHNJ Act, which mandates implementation of a new teacher evaluation system starting in the 2013 - 2014 school year and links tenure decisions to evaluation ratings.  AchieveNJ is designed to recognize those who excel, identify those who need additional support, and provide meaningful feedback and professional development to all teachers. Why a New Evaluation and Support System? “In schools, teachers have the greatest influence on student learning. All New Jersey students deserve great teachers, and all New Jersey teachers deserve meaningful opportunities for growth.”

3.  An Evaluation Pilot Advisory Committee, formed in 2010 and made up largely of educators, including many teachers, helped guide 30 New Jersey school districts in piloting new evaluations systems over the past two years.  Lessons learned from these pilots, emerging research around evaluation, and ongoing outreach to educators shaped the new statewide initiative. The system was created by New Jersey educators for New Jersey educators.

4.  The State of New Jersey believes current evaluations are often perfunctory, subjective, and do not result in better teaching and learning — our students and educators deserve more.  Teaching our students and leading our schools is essential and challenging work, and our educators should have an evaluation system that recognizes and rewards them as professionals.  Over the past two years NJDOE has worked collaboratively with teachers and principals from across the state to develop the new AchieveNJ evaluation system, which will honor their achievements and ensure that they have the tools they need as they continuously develop their craft and help all of our students succeed. Why Change ?

5. 1.Educator effectiveness can and should be measured to ensure our students have the best teachers in the classroom. 2.Evaluations should always be based on multiple measures that include both learning outcomes and effective practice. ACHIEVE NJ Guiding Principles 3.Timely feedback and high-quality professional development, tied to evaluations, are essential to help educators improve. 4.Evaluation and support systems should be developed with significant input from educators. 5.Tenure and other forms of recognition should be based on effectiveness.

6. AchieveNJ

7. Multiple Measures for Evaluating Teachers  AchieveNJ relies on multiple measures of performance to evaluate teachers. These measures include components of both student achievement and teacher practice.  While all New Jersey teachers will receive an annual summative evaluation rating of Highly Effective, Effective, Partially Effective, or Ineffective, the components used to determine these ratings vary, depending on the grades and subjects that educators teach.

8. 2013-2014

9. Teachers in Tested Grades and Subjects To whom does this apply?  4th–8th grade English language arts and mathematics teachers with students that have baseline and end-of-year NJ ASK scores available.  Because 3rd grade is the first testing year of the NJ ASK, there is no baseline data to create an SGP for students and teachers in that grade.  In order for teachers to have an SGP score, they must have 20 student SGP scores, and students must be enrolled in a teacher’s class for at least 60 percent of the year.  If two or three years of data are available, the Department will choose the best available score for the teacher — either the teacher’s median score of their current roster of students or the median of all student scores over the available years. How will these teachers be measured?  35 percent of a teacher’s overall evaluation rating is based on Student Growth Percentile (SGP) data from NJ ASK scores.  15 percent is based on Student Growth Objective (SGO) data from one to two measures that teachers set with the approval of their principals.  50 percent is based on classroom observations.

10. Teachers of Non-Tested Grades and Subjects To whom does this apply?  All teachers who are not considered teachers of tested grades and subjects. How will these teachers be measured?  85 percent of a teacher’s overall evaluation rating is based on classroom observations.  15 percent is based on SGO data from two measures that teachers set with the approval of their principals.

11. Teacher Practice  Teacher practice is measured by performance on a teacher practice instrument, which is used to gather evidence primarily through classroom observations.  Franklin Township Public Schools has chosen Charlotte Danielson’s Frameworks for Teaching, 2011.

12. 2013-2014

14.  Non-tenured teachers will have three required observations each year.  This includes two long observations and one short observation in the first two years of employment and one long and two short observations in the third and fourth years of employment.  Multiple observers are required.  Tenured teachers will have three required observations each year.  This includes three short observations, and while it is not required that short observations be announced, at least one of the three observations must have a pre-conference.  Multiple observers are recommended. NJDOE Observation Requirements Summary 2013

15. All observers must:  Be trained on the instrument before observing for the purpose of evaluation;  Participate in two “co-observations” (also known as double-scored observations); and  Participate in annual "refresher" training. Additionally, superintendents must certify each year that all observers have been trained. Teacher Evaluation: Training and Reliability Provisions

16.  All New Jersey teachers earn one of four ratings: Highly Effective, Effective, Partially Effective, or Ineffective.  The overall evaluation score combines the multiple measures of teacher practice and student growth.  All teachers receive individual professional development plans based on their ratings.  Teachers rated Ineffective or Partially Effective work with their principals to create a Corrective Action Plan with targeted professional development for the subsequent year.  To maintain tenure, all teachers (regardless of hire date) have to continue to earn a rating of Effective or Highly Effective. Summative Rating for Teacher Practice

17. Student Growth Percentile 2013-2014 Tested Grades and Subjects

19. A More Complete Picture of Student Progress How much academic progress did a child make during a given school year?

20. SGPs are one of several measures used to examine the work of educators under AchieveNJ, and will account for 35 percent of a teacher’s overall rating. SGP data are available only for those who teach LAL or math in grades 4–8 because their students typically have baseline and end-of-year NJ ASK scores. Because 3rd grade is the first testing year of the NJ ASK, there is no baseline data to create an SGP for that grade. For SGP to be part of a teacher’s evaluation, a teacher must have 20 student SGP scores, and students must be enrolled in the teacher’s class for at least 60 percent of the school year. If two or three years of data are available, a teacher will be evaluated on the best available score for the teacher — either the teacher’s median score from his or her current roster of students or the median of all student scores over the available years.

22. Student Growth Objectives 2013-2014

23. Teacher Evaluation: Introduction to Student Growth Objectives All teachers will set Student Growth Objectives (SGOs): SGOs are annual, specific, and measureable academic goals based on growth and achievement for groups of students. Establishing an SGO is a collaborative process between teacher and supervisor with the principal having final decision. SGOs may be based on appropriate national, state or LEA-developed assessments, including rubric-measured portfolios. Teachers with an SGP score will set a minimum of 1 SGO. Teachers without an SGP score wills set 2 SGOs.

24. Student Growth Objectives in 2013-2014 BREAK-OUT SESSIONS Moving from compliance-based, low-impact, perfunctory evaluations to focus on educators as career professionals who receive meaningful feedback and opportunities for growth. 1 What are SGOs? 2 SGO Require- ments 3SettingSGOs 4Measurement Tools and SGO Scores

25. SGO scores are assigned based on the results of these assessments, and are translated to a four- point scale as depicted in the examples above. Measuring Progress Goals! GOAL Kindergarten Reading All students will increase at least five reading levels as measured by the end of year Running Record. Measuring Progress For a teacher to earn a rating of: 4321 90% or more students must meet the goal. 80% or more students must meet the goal. 70% or more students must meet the goal. Less than 70% of students meet the goal. GOAL 8 th Grade Visual Arts All students will increase 1 proficiency level on a district created portfolio rubric that measures their ability to draw from direct observations. Measuring Progress For a teacher to earn a rating of: 4321 90% or more students must meet the goal. 80% or more students must meet the goal. 70% or more students must meet the goal. Less than 70% of students meet the goal.

26. AchieveNJ

27.  All New Jersey teachers earn one of four ratings: Highly Effective, Effective, Partially Effective, or Ineffective.  The overall evaluation score combines the multiple measures of teacher practice and student growth.  All teachers receive individual professional development plans based on their ratings.  Teachers rated Ineffective or Partially Effective work with their principals to create a Corrective Action Plan with targeted professional development for the subsequent year.  To maintain tenure, all teachers (regardless of hire date) have to continue to earn a rating of Effective or Highly Effective. Summative Rating for Teacher Practice

28. Teacher Evaluation: Summative Rating ComponentRaw Score WeightWeighted Score Teacher Practice Evaluation Instrument 3.0x50%1.5 Student Growth Percentile2.0x35%.70 Student Growth Objective3.5x15%.525 Sum of the Weighted Scores2.725

30. AchieveNJ

34. Student Growth Objectives

35. Breakout Sessions Student Growth Objectives