AchieveNJ: Improved Evaluation and Support
for Teachers and Principals
May 2013
Updated May 3, 2013
Today’s Presentation
• Welcome to our Regional Presentation on AchieveNJ
• We are here to inform, to learn, and to provide an
opportunity for feedback.
• While this presentation is primarily an informational
session, the will be more formalized opportunities for public
testimony in June, and July.
• Opportunities for questions:
• Index cards with questions will be collected after each segment
• E-mail us at educatorevaluation@doe.state.nj.us
Updated May 3, 2013
2
Agenda
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
Updated May 3, 2013
3
What is AchieveNJ?
AchieveNJ is a comprehensive educator evaluation and support system
• Teach: Help educators better understand their impact
and ultimately improve student outcomes.
• Lead: Align leadership responsibilities with practices
that we know have the greatest influence on learning.
• Grow: Foster an environment of continual growth for
all students and educators in New Jersey.
Introduction to AchieveNJ
4
AchieveNJ is Part of Broader Reforms
Common
Core
AchieveNJ, together with the initiatives to implement
Common Core Standards and PARCC assessment,
form the key elements to improve student
achievement.
Instruction
PARCC
Evaluation
and
Support
Introduction to AchieveNJ
Student
Student
Achievement
Achievement
5
Our Goal: Improved Student Achievement
•
Parents are a child’s first teachers, but teachers and principals have the biggest inschool impact on student learning.
•
Research shows effective teaching can be measured.
•
Better educator evaluations will improve teaching and learning so that all teachers
— and students — perform at high levels.
ADMINISTRATORS
PRINCIPALS
TEACHERS
STUDENTS
Introduction to AchieveNJ
6
Effective Teachers Make a Significant Difference
Months of Learning Gained (Lost)
Compared to Average Teacher
+5
months
+4.8
months
Average
Teacher
+2.9
months
-2.7
months
-3.2
months
State Math
Test
+1.4 months
-1.4 months
State ELA
Test
Balanced Assessment of
Mathematics
Top 25% of Teachers
-5.8
months
Bottom 25% of Teachers
SAT9/Open-Ended
Reading
The difference between an effective and ineffective teacher can
approach 11 months of learning for a student in one year.
Source: Bill & Melinda Gates Foundation, MET Project
Introduction to AchieveNJ
7
Goals of New Evaluation and Supports
Accurate and
differentiated levels
of performance
Common language
and clear
expectations
Introduction to AchieveNJ
Timely, actionable,
data-driven
feedback
Improved
student
achievement
Aligned and targeted
professional
development
8
Key Provisions of TEACHNJ
Support
•
•
•
•
Evaluation
Tenure
Required training on the evaluation system
Targeted feedback to drive professional development
School Improvement Panel conducts evaluations, leads
mentoring, and identifies professional development opportunities
Corrective Action Plan for Ineffective/Partially Effective rating
•
•
•
•
Implementation in 2013-2014
Four levels of summative ratings
Educator practice instruments used for multiple observations
Multiple objective measures of student learning for teachers,
principals, VPs/APs
•
•
•
Teachers earn tenure after 4 years based on effectiveness
Effective ratings required to maintain tenure
Dismissal decisions decided by arbitrators
Introduction to AchieveNJ
9
State Evaluation Framework
NOW*
NOW
PROPOSED
Perfunctory
In-depth
Measured
One
bymeasure
observation only
Multiple measures
One observer
Multiple observers
No connection to
student growth
Student growth counts
No
Training
evaluation
not required
training
Comprehensive training required
Disconnected from
professional development
Will provide for more targeted
professional development
Minimal educator involvement
Educator-driven
*This is reflective of current minimum requirements by state, and may not reflect practice in all districts.
Introduction to AchieveNJ
10
Careful, Deliberate Path Towards New System
EPAC, Pilot 1
launched
$38 million
Race to the Top
award for NJ
Educator
Effectiveness Task
Force formed
2010
2011
Task Force releases
recommendations
Introduction to AchieveNJ
All districts launch
improved
evaluations
TEACHNJ Act
passed
EPAC and external
Rutgers reports
issued
2012
1st round of
evaluation
regulations
proposed
Pilot 2 selected
2013
2nd round of
evaluation
regulations
proposed
11
AchieveNJ is Driven by Educator Input
14
100
30
287
Evaluation Pilot Advisory Committee (EPAC) meetings
between 2011 and 2013
EPAC members (on average) in attendance
Pilot districts
Pilot schools
311 Principals and assistant principals
14,858 Teachers
168,125 Students
570+
6,650
Districts have established District Evaluation
Advisory Committees (DEACs)
Teacher and leaders involved in School Improvement
Panels at the school level
Introduction to AchieveNJ
12
Thanks to Our Pilots
for Leading the Way
1
•
2 separate 1-year pilot
programs
•
22 pilot districts
•
Rutgers study outlining
challenges and successes
1
14 pilot districts
•
Forthcoming study by REL MidAtlantic
Number of
participating
districts in
each county
2
1
2
3
3
1
2
3
1
Principal Evaluation Pilot:
•
1
1
Number of
participating
districts in
each county
1
2
1
Teacher Evaluation Pilot:
2
1
1
1
1
2
1
*Does not include Newark and SIG schools
1
Introduction to AchieveNJ
13
Lessons Learned from Pilots
Successes
Training has additional benefits for professional development, school culture
Common language emerging
Better, more frequent feedback for teachers from administrators
Building momentum for PLCs, data-driven instruction
Linking teacher practice data to professional development
Challenges
Capacity to conduct observations
Quality evaluation training and proof of mastery
Some key policy questions not fully answered in year 1:
• Use of growth measures
• Calculating summative rating
• Determining measures for non-tested grades and subjects
Introduction to AchieveNJ
14
Agenda
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
Updated May 3, 2013
15
Evaluations Use Multiple Measures
• The TEACHNJ Act requires evaluations to include multiple
measures of student progress and multiple data sources.
Practice
Teacher
Practice
Based on
classroom
observations
Student Achievement
Student Growth
Objective
(SGO)
Set by teacher
and principal
Student Growth
Percentile
(SGP)
Based on
NJ ASK
performance
Summative
Rating
Overall evaluation
score
Less than 20 percent of
teachers
All teachers and
principals
TEACHERS
16
Districts Choose Their Own Observation Measure
Teacher Practice Instruments
1% 5%
7%
Danielson 2011
Danielson 2007
9%
42%
Stronge
McREL
9%
Marzano
Marshall
11%
Rhode Island Model
16%
Practice
SGO
SGP
TEACHERS: PRACTICE
Other
Summative
Other: Instruments that have been approved but
are being used in fewer than 5 districts; this
includes approved “homegrown” models.
17
Teacher Observations Vary
• Long: 40 minutes, with post-conference
• Short: 20 minutes, with post-conference
Teacher Categories
Years 1–2
Non-Tenured
Years 3–4
Total # of
Observations
3
(2 long, 1 short)
3
(1 long, 2 short)
3
(0 long, 3 short)
Tenured
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
SGO
SGP
TEACHERS: PRACTICE
Summative
18
Observers Will Be Well-Trained
Staff Member
All teaching staff
members
Training
Must be trained on all components of the evaluation rubric
Must be trained in the practice instrument before
observing for the purpose of evaluation
All observers
Must participate in two “co-observations” (double-scored
observations)
Must participate in yearly refresher training
Superintendents/Chief
school administrators
(CSAs)
Practice
SGO
SGP
TEACHERS: PRACTICE
Must certify every year that observers have been trained
Summative
19
Student Growth Percentile Overview
Practice
Teacher
Practice
Based on
classroom
observations
Student Achievement
Student Growth
Objective
(SGO)
Set by teacher
and principal
Student Growth
Percentile
(SGP)
Based on
NJ ASK
performance
Summative
Rating
Overall evaluation
score
Less than 20 percent of
teachers
All teachers and
principals
TEACHERS
20
Calculating Student Growth Percentiles








All students can show growth.
Practice
SGO
TEACHERS: SGP
SGP
• Student Growth Percentiles
(SGPs) measure how much a
student has learned from one
year to the next compared to
peers with similar academic
history from across the state.
• Growth baseline information is
established by a student’s
prior learning as measured by
all of student’s NJ ASK results.
Summative
21
Why Student Growth?
NJ ASK Scale
250
Advanced Proficient
220
230
200
205
Proficient
160
150
100
165
Maria
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
SGO
TEACHERS: SGP
SGP
Summative
22
Example: Calculating an SGP

Albert is a 5th Grade student in Ms. Jones’ Math Class.
He has scored “Partially Proficient” in 3rd, 4th, and 5th
grade, but each year his scale score has improved.
NJ ASK Scale
250
200
Advanced Proficient
Proficient
160
150
100
165
Partially Proficient
Gr. 3
Gr. 4
Ms. Jones notices that
he scored a 165 scale
score this year, but
doesn’t quite know
what that means about
Albert’s growth.
Gr. 5
Albert’s NJ Ask Scale Score by Grade
Practice
SGO
TEACHERS: SGP
SGP
Summative
23
Example: Identifying Academic Peers
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 Gr.
150
3rd Gr.
≈150
4th Gr.
160
4th Gr.
≈160
These “Academic Peers” are represented by
students from across the state in many
different school districts.
Practice
SGO
TEACHERS: SGP
SGP
Summative


 






















 





24
Example: Assigning an SGP
This comparison helps us put Albert’s
growth into context, and assign him a
Student Growth Percentile on a scale
from 1 to 99.
Albert’s
Current Score
Academic Peers’
Current Scores


5th Gr.
165
5th Gr.
Scores ranged
from 130 - 185
250 Advanced Proficient



















200 Proficient
160
150
29%
70%
100 Partially Proficient
Gr. 3
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.
Practice
SGO
TEACHERS: SGP
SGP
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.
Summative
25
Teachers Receive Median SGP Score on Roster
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.

Practice
SGO
TEACHERS: SGP
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.
Summative
26
26
SGP Technical Rules
Ms. Jones can only receive a median SGP score if the following is true:
• 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.
Practice
SGO
TEACHERS: SGP
SGP
Summative
27
SGP Technical Rules
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
Practice
In future years, Ms. Jones should
know that:
SGP Score
12
16
22
24
25
31
35
39
44
46
51
53
57
61
65
66
70
72
85
89
97
SGO
TEACHERS: SGP
Median over 2 years = 56
•
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.*
SGP
Summative
*Guidance is forthcoming on how
SGP will be converted from a score
on 1-99 scale to 1-4 scale.
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
28
Understanding Student Growth Objectives
Practice
Teacher
Practice
Based on
classroom
observations
Student Achievement
Student Growth
Objective
(SGO)
Set by teacher
and principal
Student Growth
Percentile
(SGP)
Based on
NJ ASK
performance
Summative
Rating
Overall evaluation
score
Less than 20 percent of
teachers
All teachers and
principals
All teachers will set academic goals for their students at the beginning of
each school year – called Student Growth Objectives (SGOs).
TEACHERS
29
All Teachers Set Student Growth Objectives (SGOs)
1 - 2 SGOs
Teachers without an SGP score
2 SGOs
•
SGOs: Annual, specific, and measureable academic goals for
groups of students that are locally developed and assessed
•
Creating an SGO:
•
Practice
Teachers with an SGP score
―
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
SGO
TEACHERS: SG0
SGP
Summative
30
Basic Steps for Creating an SGO
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
SGO
TEACHERS: SG0
SGP
Summative
31
TEACHERS
The SGO Process
Step 1: Choose or
develop a quality
assessment aligned
to state standards
KEY
Teachers, supervisors
meet to discuss and
set SGO w/ principal’s
approval
Recommended steps for setting a good SGO
Official SGO process in regulations
Teachers, supervisors
meet to discuss SGOs
and other measures
Step 4: Track progress, refine instruction
September
Step 2: Determine
students’ starting
points
Practice
SGO
TEACHERS: SG0
By Nov. 15*
Step 3: Set ambitious
and feasible student
growth objectives
SGP
Summative
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.
32
SGOs: Some Possible Assessment Types
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.
Practice
SGO
TEACHERS: SG0
SGP
Summative
33
Types and Examples of SGOs
Type of SGO
General
Definition
Examples (from Algebra I class)
Focused on the teacher’s entire
Covers all students in a teacher’s
student population for a given course.
Algebra I classes and aligned
Includes large proportion of
comprehensively with course
curriculum standards.
standards.
General tiered goal
Same as above, but with student
goals tiered by preparation levels
Same as above, but with student
goals tiered by preparation levels.
Specific —
student group
Focused on a subgroup of students
that need specific support.
Covers a group of students that
scored below 45 percent on the
pre-test.
Specific —
content/skill
Focused on specific skills or content
that students must master.
Covers New Jersey Common Core
State Standards related to
quadratic functions and modeling.
Practice
SGO
TEACHERS: SG0
SGP
Summative
34
General SGO: Elementary Literacy
Goal
80% students increase at least one proficiency level on the Text
Reading and Comprehension (TRC) assessment.
For a teacher to earn a rating of ...
Measuring
Progress
4
3
*90% or more
students met
goal
*80% or more
students met
goal
2
*70% or more
students met
the goal
1
*Less than 70%
of students met
goal
*These numbers will be determined by teacher and principal based on knowledge of students to create a rigorous and attainable goal.
Practice
SGO
TEACHERS: SG0
SGP
Summative
35
General SGO: 6th-Grade Music
80% students will master 7 of 9 skills measured by the
district-developed 6th grade music rubric
Goal
For a teacher to earn a rating of ...
4
Measuring
Progress
Practice
SGO
TEACHERS: SG0
90% or more
students met
goal
SGP
3
80% or more
students met
goal
2
70% or more
students met
the goal
1
Less than 70%
of students
met goal
Summative
36
Tiered General SGO: Physics 1
75% students will meet their designated target scores on
the Physics 1 post-assessment
Goal
Preparedness Group
Low
Medium
High
Measuring Progress
Number of Students in Each Group
36/65
21/65
8/65
For a teacher to earn a rating of ...
4
85% or more
students in the
tier met goal
Low
Medium
Target Score on Post-Assessment (%)
70
80
90
3
75% or more
students in the
tier met goal
2
1
65% or more
students in the
tier met the goal
Less than 65%
of students in
the tier met goal
High
Practice
SGO
TEACHERS: SG0
SGP
Summative
37
Specific Goal: Targeted Biology Standard
Specific Goal:
Targeted
Standard
The average student score on questions related to Standard
5.1.12.B (scientific thinking and design) will increase from
40% to 80% on final exam.
For a teacher to earn a rating of ...
Measuring
Progress
Practice
SGO
TEACHERS: SG0
4
90% or more
students met
goal
SGP
3
80% or more
students met
goal
2
70% or more
students met
the goal
1
Less than 70%
of students
met goal
Summative
38
Specific Goal: Targeted Students (8th-Grade LAL)
Specific Goal:
Targeted
students
6/8 students who scored in the low range on the preassessment will increase 10 words per minute over their
baseline score on the Oral Reading Fluency Assessment.
For a teacher to earn a rating of ...
Measuring
Progress
Practice
SGO
TEACHERS: SG0
4
7-8 students
met goal.
SGP
3
5-6 students
met goal.
2
3-4 students
met the goal.
1
0-2 of students
met goal.
Summative
39
Component Weighting: Tested Grades
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.
Practice
TEACHERS
SGO
SGP
2013–14
45%
Student
Achievement
30%
15%
Student Growth Percentile
Student Growth Objectives
55%
55%
Teacher
Practice
Teacher Practice
Summative
40
Component Weighting: Non-Tested Grades
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%
Practice
TEACHERS
SGO
50%
85%
Teacher
Practice
50%
Teacher
Practice
Teacher Practice
Teacher Practice
Student Growth Objectives
Student Growth Objectives/ Other
Measures of Student Learning
SGP
Summative
*The Department will look to incorporate other measures where
possible and percentages will change as system evolves.
41
Teachers’ Summative Ratings
Component
Raw
Score
Weighted
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
2.76
2.76
This is a sample
scale. The NJDOE
will determine the
actual scale prior
to September
2013.
Practice
TEACHERS
SGO
Ineffective
1.0
Points
SGP
Partially Effective
1.75
Points
Highly
Effective
Effective
2.5
Points
3.5
Points
4.0
Points
Summative
42
Summative Rating Timeline Rationale
Teachers in tested grades and subjects in New Jersey will not receive their SGP
scores in time for their summative conference. There are several reasons for this
delay:
1.
Full Year Snapshot of Growth: New Jersey does not give the NJASK until May.
2.
Emphasis on Writing: The NJASK has more constructed response and long
answer questions than many other states, so the test takes longer to score.
3.
Careful Process: Once scores are finalized, there is a careful process for
calculating student and teacher level SGP scores.
Practice
TEACHERS
SGO
SGP
Summative
43
Summative Rating Timeline Details
•
•
At the summative conference, all available component scores (teacher practice, SGO results)
will be discussed.
SGP data will be available on the following timeline.
NJASK scores released.
Department calculates SGP data
and sends to districts the SGP and
summative rating of each teacher
with an SGP score.
Annual summary
conference includes:
available component
measures.
June
October
November/ December
Department collects all other component
measures for teachers with SGP.
Practice
TEACHERS
SGO
SGP
January
Summative rating added
to personnel file.
Summative
44
Implications of Ratings
• Teachers rated Ineffective or Partially Ineffective receive support
through Corrective Action Plans
• Once the system is fully implemented, districts will be able to identify
Highly Effective teachers for recognition such as:
– Differentiated observation protocols
– Expanded career pathways and leadership opportunities
– Awards and recognition initiatives
Practice
TEACHERS
SGO
SGP
Summative
45
Teachers on Corrective Action Plans
June – December: If SGP isn’t
available, teachers use Practice
measure until data is ready
By February 15: Extra
observation done if CAP was
created at beginning of
school year
May – September: Non-SGP
Teachers, CAP is developed by
September 15
Progress toward goals in plan:
Plan content:
•
Clear improvement needs
•
Specific goals and timeline
Practice
TEACHERS
SGO
SGP
•
One extra observation and conference
required mid-year
•
Tenured teachers must have multiple
observers
Summative
46
Agenda
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
Updated May 3, 2013
47
47
47
Multiple Measures for Principals
Practice
Student Achievement
Principal
Practice
Evaluation
Leadership
Observation
Implementation
and training on
evaluation
instrument
All principals
PRINCIPALS
SGO
Average
Average of
teacher SGOs
Admin.
Goals
School
SGP
Set towards
measure of
student
achievement
Average of
school-wide ELA
and Math SGP
scores
Summative
Rating
Overall Evaluation
Score
Only schools with
SGP grades receive
this score
48
Principal Practice Requirements
• 2 observations for tenured principals, 3 for non-tenured.
• Observations may be completed using a variety of information sources.
• Observations conducted with lens of principal practice instrument,
which is locally-adopted, and may include:
– School walk-through
– Case studies
– Observation of staff meeting, school assembly
– Parent conference observation
– Teacher conference observation
Practice
Leadership
SGO
Average
PRINCIPALS: PRACTICE
Admin. Goals
School
SGP
Summative
49
School SGP for Principals
• Principals will be broken into 3 categories:
• Multi-Grade SGP Schools: 2 or more SGP
grades in school
• Single-Grade SGP Schools: 1 SGP grade in
school
• Non-SGP Schools: No SGP grades in school
Practice
Leadership
SGO
Average
PRINCIPALS: SGP
Admin. Goals
School
SGP
Summative
50
SGO Average for Principals
Principals are rated on how well their teachers do on their SGOs each year
through a calculated average of teachers’ aggregate scores.
Number of
SGOs in
School
SGO Score
Aggregate for
School
2
1
2
8
2
16
14
3
42
4
4
16
28
Total Score:
76
SGO Average for
Principal:
76/28 = 2.71
#SGOs x Individual Score = Aggregate for School
Practice
Leadership
SGO
Average
PRINCIPALS: AVERAGE SGO
Admin. Goals
School
SGP
Summative
51
Principals Goals
• In consultation with the superintendent, a principal sets achievement
goals for the students in his/her building (Administrator Goals).
– Advanced Placement scores
– SAT, ACT scores
– College acceptance rates
– HSPA scores
– Annual measurable objectives (AMOs)
– Graduation rates (in schools under 80 percent)
– Nationally norm-referenced tests
Practice
Leadership
SGO
Average
Admin. Goals
PRINCIPALS: ADMINISTRATOR GOALS
School
SGP
Summative
52
Evaluation Leadership
Principals are rated on their effectiveness in implementing the new
evaluation system at the school level, using a state rubric:
Domain 1: Building Knowledge
and Collaboration
Domain 2: Executing the Evaluation System
Successfully
Component 1a: Preparing teachers
for success
Component 2a: Fulfilling requirements of the
evaluation system
Component 1b: Building
collaboration
Component 2b: Providing feedback, coaching, and
planning for growth
Component 2c: Ensuring reliable, valid observation
results
Component 2d: Ensuring high-quality SGOs
Practice
Leadership
SGO
Average
Admin. Goals
School
SGP
PRINCIPALS: EVALUATION LEADERSHIP
Summative
53
Weights for Principals in 2013-14
Multi-Grade
SGP Schools
Non-SGP Schools
Single Grade
SGP Schools
Principal Practice
Instrument
30%
30%
30%
Evaluation
Leadership
20%
20%
20%
SGO Average
10%
10%
10%
School SGP
30%
0%
20%
Principal Goals
10%
40%
20%
Total Percentage
100%
100%
100%
Components
Inputs
Student/
Teacher
Outcomes
Shaded percentages are the same across all principal types.
Practice
Leadership
PRINCIPALS
SGO
Average
Admin. Goals
School
SGP
Summative
54
Weights for Principals in 2013-14
10%
20%
10%
SGO Average
Administrator Goals
School SGP
Practice
Leadership
PRINCIPALS
SGO
Average
Admin. Goals
School
SGP
20%
50% Student
Achievement
50% Student
Achievement
20%
30%
40%
10%
30%
20%
50% Principal
Practice
10%
20%
Non-SGP Principals
50% Principal
Practice
30%
30%
Single-Grade
SGP Principals
50% Principal
Practice
50% Student
Achievement
Multi-Grade
SGP Principals
Principal Practice
Evaluation Leadership
Summative
55
Principals’ Summative Ratings
Component
Raw Score
(1–4 Scale)
Weighted
Score
Weight
Principal Practice
3.4
x 30%
1.02
Evaluation Leadership
3.0
x 20%
.60
Student Growth Percentile
3.1
x 30%
.93
Student Growth Objective
3.7
x 10%
.37
Administrator Goals
3.6
x 10%
.36
Sum of the Weighted Scores
3.28
This is a sample
scale. The NJDOE
will determine the
actual scale prior
to September
2013.
Practice
Leadership
PRINCIPALS
3.28
Partially
Effective
Ineffective
1
SGO
Average
Admin. Goals
1.5
School
SGP
Effective
2.5
Highly
Effective
3.5
4.0
Summative
56
Agenda
Introduction to AchieveNJ
Overview of Teacher Evaluation
Overview of Principal Evaluation
Teach. Lead. Grow.
Updated May 3, 2013
57
57
57
Meaningful Feedback and Support
• Increased number of conferences (goal setting, post-observation) allows
for increased and better professional conversation.
• More objective and nuanced observation ratings allow educators to
reflect on practice with more depth.
• Student achievement scores based on student growth give teachers a
more accurate idea of their impact and let them work with
administrators to improve results.
• All information gathered helps tailor professional development to meet
staff needs.
TEACH. LEAD. GROW.
58
Commitment to Communication and Support
Support
Informational Materials and
Sample Forms
Presentations and Training
Guidebooks
Ongoing Communication
TEACH. LEAD. GROW.
Examples
• Informational guide and presentation
• Overviews of new measures
• Summative evaluation forms, Goal-setting forms, Sample
templates
• Evaluation leadership rubric
• 8 regional presentations
• Implementation managers visit districts and schools
• Superintendent /Curriculum Directors roundtables
• Conferences and symposiums
• Goal-setting methodology and examples
• Principal evaluation
• Teacher evaluation
• Redesigned website: www.nj.gov/education/achievenj
• Phone support: (609) 777-3788
• Email support: educatorevaluation@doe.state.nj.us
• Regular communication to school leaders and teachers
59
Key Milestones
Final pilot report
Support for statewide implementation
2013–14
Learning from implementation challenges
Learning from implementation results
Appropriate course adjustments
Potential additional regulatory changes
2014–15
and
Beyond
Cycle of continuous improvement
Ongoing data collection and analysis
Applying lessons learned and modifying practices as needed
TEACH. LEAD. GROW.
60
Helping All Students Achieve
• NJ students outperform
children in most US states on
the National Assessment of
Educational Progress (NAEP)
• But gaps persist, and student
achievement still needs to
improve in order to prepare our
children to compete in a global
economy.
TEACH. LEAD. GROW.
61
FIND OUT MORE:
www.nj.gov/education/AchieveNJ
educatorevaluation@doe.state.nj.us
609-777-3788