



Increase Student Achievement
Accurately Assess the Effectiveness of
Teachers
Improve the Effectiveness of Educators
Facilitate School-wide Collaborative Cultures
focused on Continuous Improvement
2
• Measure the performance of individual teachers.
• Guide teachers as they reflect upon their
effectiveness.
• Serve as the basis for instructional improvement
• Focus the goals and objectives of school and
district as they support, monitor, and evaluate
their teacher.
• Guide school and district professional
development.
3
 Standards-based
 Transparent
 Focused
 Growth
 Flexible
Orientated
 Validated
4
McREL’s Teacher Evaluation System
1. Training
2. Orientation
8. Professional
Development
Plans
3. Teacher SelfAssessment
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
Components
4. PreObservation
Conference
6. PostObservation
Conference
5. Observations
5
12



Know and understand the Professional
Teaching Standards.
Understand McREL’s Teacher Evaluation
System.
Prepare for and fully participate in each
component of McREL’s Teacher Evaluation System.
6


Gather data, artifacts, and/or evidence
to demonstrate performance in relation
to standards and progress in attaining
goals.
Develop and implement strategies to
improve personal performance/attain
goals in areas individually or
collaboratively identified.
7



Know and understand the Professional
Teaching Standards.
Participate in training to understand
and implement McREL’s Teacher
Evaluation System.
Supervise the process and ensure that
all steps are conducted according to
McREL’s Teacher Evaluation System.
8



Identify the teacher’s strengths and areas for
improvement and make recommendations for
improving performance.
Ensure the teacher’s Summary Evaluation
Rating Form contains accurate information and
accurately reflects the teacher’s performance.
Assist in the development of and supervise the
implementation of professional development
plans.
9


Developing: Teacher demonstrated
adequate growth toward achieving
standard(s) during the period of
performance, but did not demonstrate
competence on standard(s) of performance.
Proficient: Teacher demonstrated basic
competence on standard(s) of performance.
10


Accomplished: Teacher exceeded
basic competence on standard(s) of
performance most of the time.
Distinguished: Teacher consistently
and significantly exceeded basic
competence on standard(s) of
performance.
11

Not Demonstrated: Teacher did not
demonstrate the competence on or
failed to demonstrate adequate
growth toward achieving standard(s)
of performance.
NOTE: If the Not Demonstrated rating is
used, the principal/evaluator must
comment about why it was used.
12
14
STANDARD I
Teachers demonstrate
leadership
STANDARD II Teachers establish a
respectful environment for
a diverse population of
students
STANDARD III Teachers know the content
they teach
15
STANDARD IV Teachers facilitate learning
for their students
STANDARD V Teachers reflect on their
practice
16
1. Training
2. Orientation
3. Teacher SelfAssessment
8. Professional
Development
Plans
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
6. Post-Observation
Conference
4. PreObservation
Conference
5. Observations
Conducting a Self-Assessment
Professional Development Plan
 Using the rubrics, carefully reflect on your
performance of last year or to this point in the
school year.
 Fill out the rubrics and how you perceive your
fulfillment of the practices.
 At the end of each rubric consider:
1. Artifacts or evidence to support your ratings.
2. Fulfillment of the leadership responsibilities relating
to your attainment of your school accountability
goals.
18
1. Training
2. Orientation
8. Professional
Development
Plans
3. Teacher
SelfAssessment
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
4. Pre-Observation
Conference
6. PostObservation
Conference
5.
Observations
Pre-Observation
Conference
The pre-observation conference is a
collaborative meeting between the teacher and
his/her supervisor to…
• Discuss the teacher’s self-assessment based on
the Teacher Evaluation Rubric, the teacher’s most
recent professional development plan, and the
lesson(s) to be observed;
•
Provide the principal/evaluator with a written
description of the lesson(s) and
•
Prepare the principal/evaluator for the observation.
20
1. Training
2. Orientation
8. Professional
Development
Plans
3. Teacher
SelfAssessment
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
4. PreObservation
Conference
6. PostObservation
Conference
5.
Observations
Classroom Observations


Formal observations should be done for tenured
and non-tenured teachers in accordance with
district policy.
During observations, the administrator should
note the teacher’s performance in relationship
to the applicable standards on the Teacher
Evaluation Rubric.
22
1. Training
2. Orientation
8. Professional
Development
Plans
3. Teacher SelfAssessment
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
4. PreObservation
Conference
5. Observations
6. PostObservation
Conference
Post-observation Conference


The evaluator should conduct a postobservation conference no later than ten school
days after each formal observation.
During the post-observation conference, the
administrator and teacher discuss and
document on the Rubric the strengths and
weaknesses of the teacher’s performance during
the observed lesson.
24
8.
Professional
Development
Plans
7. Summary
Evaluation
Conference &
Teacher Summary
Rating Form
1. Training
2. Orientati
on
3. Teacher
SelfAssessmen
t
4. PreObservatio
n
Conference
6. PostObservatio
n
Conference
5.
Observati
ons
Summary evaluation conference
Summary evaluation rating form
Professional development plan
Teacher and evaluator discuss:
 Teacher’s self-assessment
 Evaluator’s rating of the teacher on the Teacher
Evaluation Rubrics
 Artifacts and/or other documentation required by
the evaluator
 Professional Development Plan for the next
school year
26
Principal/Evaluator will:

Give a rating for each element in the Teacher
Evaluation Rubric;

Make a written comment on any element marked
Not Demonstrated;

Give an overall rating of each standard; and

Provide the teacher with an opportunity to make
comments on the form.


Review the completed Teacher Summary
Rating Form with the teacher; and
Secure the teacher’s signature on the Record
of Teacher Evaluation Activities and Teacher
Summary Rating From

Individual Professional Development Plans
• For teachers who are rated at least
proficient on all standards
• Designed to improve performance on
specifically identified standards and
elements
29

Monitored Professional Development Plans
• For teachers rated as Developing on one or more
standards and is not recommended for dismissal,
demotion, or renewal
• At a minimum this plan identifies the standards and
elements to be improved, goals to be
accomplished, and activities the teacher should
undertake to achieve Proficiency
• Includes a timeline allowing one school year to
achieve Proficiency.
30

Directed Professional Development Plans
• For teachers rated as Not Demonstrated on any
standard or as Developing on more than one
standard and not recommended for dismissal,
• At a minimum this plan identifies the standards and
elements to be improved, goals to be
accomplished, and activities the teacher should
undertake to achieve Proficiency
• Includes a timeline allowing one school year or less
to achieve Proficiency.
31




Sample Evidence created by the District
Evaluation Advisory Committee (DEAC) is
used as a guide for teachers and
administrators to understand the rubric
The DEAC is comprised of Administrators and
Pre-K to 12 teachers
Sample evidence is tailored to the NB School
District
The DEAC discussed the sample evidence in
numerous meetings
AchieveNJ is a comprehensive educator evaluation and
support system



Introduction to AchieveNJ
Teach:
Help educators better understand
their impact and ultimately improve student
outcomes.
Lead: Align leadership responsibilities with
practices that we know have the greatest
influence on learning.
Grow: Foster an environment of continual
growth for all students and educators in
New Jersey.
• The TEACHNJ Act requires evaluations to include multiple
measures of student progress and multiple data sources.
Practice
Student Achievement
Student
Growth
Objective
(SGO)
Teacher
Practice
Based on
classroom
observations
Set by teacher
and principal
All teachers
and principals
TEACHERS
Student
Growth
Percentile
(SGP)
Based on
NJ ASK
performance
Less than 20 percent
of teachers
Summative
Rating
Overall
evaluation score


Long: 40 minutes, with post-conference
Short: 20 minutes, with post-conference
Teacher Categories
NonTenured
Years 1–2
Years 3–4
Tenured
Total # of
Observations
3
(2 long, 1 short)
3
(1 long, 2 short)
3
(0 long, 3 short)
Observers
Multiple Observers
Required
Multiple Observers
Recommended
Notes:
• Corrective Action Plans: After the first year, teachers who receive an
Ineffective or Partially Effective rating are required to have one additional
observation, and multiple observers are required.
•
Within the minimum requirements, all teachers must have at least one
unannounced and one announced observation.
Practice
TEACHERS: PRACTICE
SGO
SGP
Summative
Staff Member
All teaching staff
members
Training
Must be trained on all components of the
evaluation rubric
Must be trained in the practice instrument before
observing for the purpose of evaluation
All observers
Must participate in two “co-observations” (doublescored observations)
Must participate in yearly refresher training
Superintendents/Chief
Must certify every year that observers have been
school administrators
trained
(CSAs)
Practice
TEACHERS: PRACTICE
SGO
SGP
Summative
Practice
Student Achievement
Student
Growth
Objective
(SGO)
Teacher
Practice
Based on
classroom
observations
Set by teacher
and principal
All teachers
and principals
TEACHERS
Student
Growth
Percentile
(SGP)
Based on
NJ ASK
performance
Less than 20 percent
of teachers
Summative
Rating
Overall
evaluation score
•








Student Growth Percentiles
(SGPs) measure how much a
student has learned from one
year to the next compared to
peers with similar academic
history from across the state.
Growth baseline information
is established by a student’s
prior learning as measured
All students can show growth. by all of student’s NJ ASK
results.

Practice
TEACHERS: SGP
SGO
SGP
Summative
NJ ASK Scale
250
Advanced Proficient
220
230
200
Maria
Proficient
165
160
150
100
205
Albert
Partially Proficient
Gr. 3
Gr. 4
Gr. 5
NJ Ask Scale Score by Grade
Proficiency does not tell the whole story. Under our current
system, a school or teacher might only notice that Maria is
“Proficient” and that Albert is “Partially Proficient.”
Practice
TEACHERS: SGP
SGO
SGP
Summative

Albert is a 5th Grade student in Ms. Jones’ Math
Class. He has scored “Partially Proficient” in 3 rd,
4th, and 5th grade, but each year his scale score
has improved.
NJ ASK Scale
250
200
Advanced Proficient
Proficient
150
100
Ms. Jones notices
that he scored a
165 scale score this
year, but doesn’t
quite know what
that means about
Albert’s growth.
165
160
Partially Proficient
Gr. 3
Gr. 4
Gr. 5
Albert’s NJ Ask Scale Score by
Grade
TEACHERS: SGP
Practice
SGO
SGP
Summative
In order to figure out what that
growth means, we first identify
Albert’s “Academic Peers”; these are
students who performed similarly to
Albert in the past.
Albert’s Prior
Scores
Academic Peers’
Prior Scores


3rd 
3rd
Gr.
4th
Gr.
150
160
Gr.
4th
Gr.
≈150
≈160
These “Academic Peers” are
represented by students from across
the state in many different school
districts.
TEACHERS: SGP


 





















 





Albert’s
Current
Score
This comparison helps us put
Albert’s growth into context, and
assign him a Student Growth
Percentile on a scale from 1 to 99.
5th 
165
Gr.
250 Advanced
Proficient
200 Proficient
150
160
Gr.
ranged from
130 - 185
29%
100 Partially Proficient
Gr. 4
Gr. 5
Albert’s academic peers scored between
130 and 185 on the 5th grade NJ ASK, with
the majority of them scoring below Albert’s
score of 165.
TEACHERS: SGP

Scores
5th



















70%
Gr. 3
Academic Peers’
Current Scores
1%
70th%
99%
Albert’s SGP score is 70, which conveys
that his 5th grade score is higher than
70% of his academic peer group.
Median SGP Score
Albert’s SGP score is
then placed on Ms.
Jones’ course roster
so that we can see
how she did with all
of her students.

TEACHERS: SGP
Student
SGP Score
Hugh
Eve
Clarence
Clayton
Earnestine
Helen
Clinton
Tim
Jennifer
Jaquelyn
Lance
Roxie
Laura
Julio
Selena
Ashlee
Albert
Mathew
Maria
Charles
Milton
12
16
22
24
25
31
35
39
44
46
51
53
57
61
65
66
70
72
85
89
97













 
Ms. Jones would then
receive an effectiveness
rating by taking the
median SGP score on her
roster.
In this scenario, Ms.
Jones would receive a
rating of 51.
45
Ms. Jones can only receive a median SGP score if the following
is true:



TEACHERS: SGP
She has at least 20 student scores on
her roster;
◦ If she does not have 20 students in
year 1, she may receive an SGP score
if she accrues 20 student scores over
a period of up to 3 years.
Students are enrolled in class at least
70 percent of the time before the test;
and
She has worked for at least 60 percent
of the time before the test.
Median this Year = 51
Student
Hugh
Eve
Clarence
Clayton
Earnestine
Helen
Clinton
Tim
Jennifer
Jaquelyn
Lance
Roxie
Laura
Julio
Selena
Ashlee
Albert
Mathew
Maria
Charles
Milton
SGP Score
12
16
22
24
25
31
35
39
44
46
51
53
57
61
65
66
70
72
85
89
97
Median over 2 years = 56
In future years, Ms. Jones
should know that:
•
If two or three years of data
are available, the Department
will use the best available
score — either the teacher’s
median score of their current
roster or the median of all
student scores over the years
available.
Her SGP score will then be
placed on a 1-4 scale.*
*Guidance is forthcoming on
how SGP will be converted
from a score on 1-99 scale to
1-4 scale.
TEACHERS: SGP
Student
SGP Score
Hugh
Eve
John
Charles
Annie
Clarence
Clayton
Earnestine
Jake
Helen
Rachel
Clinton
Tim
George
Amber
Jennifer
Jaquelyn
Bobby
Lance
Roxie
Mike
Mel
Laura
Regina
Marissa
Julio
Faye
Selena
Ashlee
Jackie
Courtney
Albert
Matthew
Laura
Jack
Jared
Rick
Maria
Charles
Michelle
Molly
Milton
12
16
16
20
20
22
24
25
27
31
33
35
39
41
42
44
46
50
51
53
55
56
57
58
60
61
63
65
66
67
68
70
72
77
78
80
84
85
89
92
95
97
Practice
Student Achievement
Student
Growth
Objective
(SGO)
Teacher
Practice
Based on
classroom
observations
Set by teacher
and principal
All teachers
and principals
Student
Growth
Percentile
(SGP)
Based on
NJ ASK
performance
Summative
Rating
Overall
evaluation score
Less than 20 percent
of teachers
All teachers will set academic goals for their students at the
beginning of each school year – called Student Growth
Objectives (SGOs).
TEACHERS
Teachers with an SGP score
Teachers without an SGP score
1 - 2 SGOs
2 SGOs
•
SGOs: Annual, specific, and measureable academic
goals for groups of students that are locally developed
and assessed
•
Creating an SGO:
•
TEACHERS: SG0
―
Collaborative process between teacher and immediate
supervisor
―
Principal has final decision
SGOs can be based on:
―
Appropriate national, state or LEA-developed
assessments
―
Rubric-measured portfolios or performance
assessments
In setting SGOs, teachers should take the following
steps:
1. Choose or develop a quality measurement tool (examples follow)
that is aligned to applicable standards.
2. Determine students’ starting points based in available data.
3. With supervisor input and approval, set ambitious yet achievable
student learning goals.
4. Track progress and refine instruction accordingly.
5. Review results and discuss score with supervisor.
Practice
TEACHERS: SG0
SGO
SGP
Summative
TEACHERS
KEY
Recommended steps for setting a good
SGO
Official SGO process in regulations
Step 1: Choose or
develop a quality
assessment
aligned to state
standards
September
Step 2: Determine
students’ starting
points
Teachers,
supervisors meet to
discuss and set SGO
w/ principal’s
approval
Teachers,
supervisors meet to
discuss SGOs and
other measures
Step 4: Track progress, refine instruction
By Nov. 15*
Step 3: Set ambitious
and feasible student
growth objectives
By Feb. 15
Adjustments to
SGOs can be
made
with approval
By end of school year
Step 5: Review results
and score
*For 2013–14 only. In subsequent years,
SGOs must be set by Oct. 15.
TEACHERS: SG0
Practice
SGO
SGP
Summative
Portfolio Assessments
Traditional Assessments
•
•
National/State tests
(e.g., Advanced
Placement exams,
DIBELS, EOC Biology)
District, school and
departmental tests
(e.g., final exams,
benchmark tests)
•
•
•
•
•
Gold® (pre-K, K)
Writing and reflection
samples (ELA)
Laboratory research
notebook (sciences)
Student project-based
assessments (all
subjects)
Portfolio of student
work (art, photography,
graphic design, etc.)
Performance Assessment
•
•
•
•
•
Lab Practicum
(sciences)
Sight reading
performance (music)
Dramatic performance
(drama)
Skills demonstration
(physical education)
Persuasive speech
(public speaking)
*Note: The use of the New Jersey Assessment of Skills and Knowledge (NJ ASK) for
SGOs is prohibited for teachers who will also receive SGP scores based on those
tests.
TEACHERS: SG0
Tested Grades and Subjects
(Currently grades 4-8, LAL
and math):
• 55% teacher practice
• 45% student achievement
The Department will look to
incorporate other measures
where possible and
percentages may change
as system evolves.
TEACHERS
2013–14
45%
Student
Achievement
30%
15%
55%
Student Growth Percentile
Student Growth
Objectives
55%
Teacher
Practice
Teacher Practice
Teacher in Non-Tested Grades and Subjects: Student Achievement will
be 15% in SY13-14, Teacher Practice will be 85%.
2013–14
15%
Student
Achievement
Future Target*
50%
Student
Achievement
15%
50%
85%
50%
85%
Teacher
Practice
50%
Teacher
Practice
Teacher Practice
Teacher Practice
Student Growth Objectives
Student Growth Objectives/ Other
Measures of Student Learning
*The Department will look to incorporate other
measures where possible and percentages will change
as system evolves.
TEACHERS
Practice
SGO
SGP
Summative
Component
Raw
Score
Weight
Teacher Practice
3.0
x 55%
1.65
Student Growth
Percentile
2.2
x 30%
.66
Student Growth
Objective
3.0
x 15%
.45
Sum of the Weighted Scores
Weighted
Score
2.76
This is a sample
scale. The
NJDOE will
determine the
actual scale
prior to
September
2013.
TEACHERS
Practice
SGO
SGP
Summative

www.nj.gov/education/achievenj/

http://www.mcrel.org/

http://www.eirc.org/website/mcrel/mcrelteacher-evaluation-system/