Ac Achie ieveNJ eNJ for r Sc School ool Lib ibra rari rian ans October 2013
Age genda nda Introduction to AchieveNJ Evaluation and Support for School Librarians and Educators in Similar Roles 2 2
What at is is Achie ieveNJ eNJ? AchieveNJ is a comprehensive educator evaluation and support system • Teach: Help educators better understand their impact and ultimately improve student outcomes. • Lead: Align leadership responsibilities with practices that we know have the greatest influence on learning. • Grow: Foster an environment of continual growth for all students and educators in New Jersey. Introduction to AchieveNJ 3
Key y Pro rovisions isions of of TEA EACHN HNJ J Act ct • Required training on the evaluation system • Targeted feedback to drive professional development • School Improvement Panel conducts evaluations, leads Support mentoring, and identifies professional development opportunities • Corrective Action Plan for Ineffective/Partially Effective • Implementation in 2013-2014 rating • Four levels of summative ratings • Educator practice instruments used for multiple Evaluation observations • Multiple objective measures of student learning for classroom teachers, principals, VPs/APs • Teachers earn tenure after 4 years based on effectiveness • Tenure Effective ratings required to maintain tenure • Dismissal decisions decided by arbitrators Introduction to AchieveNJ 4 4
Ap Applica cation ion of TEACH CHNJ J Act Act Earning Rubric must 4-yr Automatic Tenure have 4 ScIP Streamlined Timeline for Trigger for Individual Linked to Rating conducts CAP Arbitration Earning Tenure PD Plan Evaluation Categories* evaluation Process Tenure* Charges*** Rating* * Teacher (holding and working under instructional “All Teaching Staff Members” certificate) Principal, VP/AP (holding position & has administrative certificate) Director, Supervisor School Librarian, Counselor, Therapist, School Psychologist Secretarial & Custodial Staff • TEACHNJ places a special focus on teachers, principals, assistant/vice principals . • Districts have considerable discretion over methods of evaluating teaching staff members who are not classroom teachers/principals/APs/VPs. 5 5 *If board-approved after 8/6/12 ** Highly Effective, Effective, Partially Effective, Ineffective *** i.e. after 2 ineffective ratings
Appli plication cation of the e TEA EACHNJ HNJ Act Elements of TEACHNJ that apply to School Librarians • Four-year timeline for earning tenure • Rubric must have four rating categories • Individual PD plan • Corrective action plans • Streamlined arbitration process 6
Ev Evol olution tion of of Ev Eval aluat ation ion in in NJ Previously NOW AchieveNJ Perfunctory Perfunctory In-depth Measured by observation only One measure Multiple measures One observer One observer Multiple observers No connection to No connection to Student growth counts student growth student growth Training not required Comprehensive training No evaluation training required Disconnected from professional development Disconnected from Will provide for more targeted professional development professional development Minimal educator involvement Minimal educator involvement Educator-driven Introduction to AchieveNJ 7 7
Careful, areful, Deli liberat berate e Pat ath Towar ards s New w Syst stem em All districts EPAC, Pilot 1 TEACHNJ Act launch improved launched passed evaluations Educator $38 million EPAC and Effectiveness Race to the Top external Rutgers Task Force award for NJ reports issued formed 2010 2011 2012 2013 Task Force releases Pilot 2 selected recommendation 1st round of 2nd round of s evaluation evaluation regulations regulations proposed proposed Introduction to AchieveNJ 8 8
Age genda nda Introduction to AchieveNJ Overview of Evaluation for School Librarians and Educators in Similar Roles 9 9
Eval Ev alua uatio tions ns Us Use e Mu Mult ltip iple le Me Meas asur ures es • TEACHNJ requires multiple measures to be used in the evaluation for all classroom teachers, principals and APs/VPs. • For school librarians, multiple measures are not required ; however, the Department encourages school districts to consider a “multiple measures” approach for the evaluation of all teaching staff members. Practice Student Achievement Student Educator Growth Summative Practice Objective Rating (SGO) Based on Overall evaluation classroom score Set by educator observations and principal Optional TEACHERS 10
Ob Obser serving ving Sc School ool Lib ibra raria rians ns • Non-tenured school librarians must be observed three times • Districts establish the number of observations for tenured school librarians • Observations might include, but not be limited to, the following: – Viewing a lesson – Assessing services provided by a library – Conducting walkthroughs – Analyzing a case study of a project involving teachers and students – Analyzing library data with the school librarian 11
Lib ibra rarian rian-Specif Specific ic Rub ubrics rics Performance Level: Lowest to Highest Component: Requires Progressing Accomplished Exemplary Action Demonstrating Knowledge of The library media The library media specialist The library media The library media specialist Skills and specialist demonstrates a basic specialist regularly demonstrates Responsibilities demonstrates limited understanding of some best demonstrates an knowledge of multiple best of the Library understanding of practice elements including understanding of best practices, trends in research, best practice a research model, digital practice elements digital literacy, and elements including a literacy, and/or knowledge including a research knowledge of population- research of model, digital literacy, appropriate model, digital population-appropriate and knowledge of literature. literacy, and/or literature. population appropriate LMS applies best practice knowledge of LMS may have a literature. knowledge when developing population rudimentary understanding LMS understands how programs, ordering materials, appropriate of how to connect patrons to connect patrons with and providing stakeholder literature. with appropriate materials. appropriate materials. assistance in the media LMS may not LMS may attend mandatory LMS actively seeks to center. effectively connect meetings and trainings to stay current in areas of LMS actively seeks to stay patrons with stay current in best practice best practice elements. current in multiple areas of appropriate elements. best practice elements. materials. LMS may not stay current in best Example approach: Library Media Specialist / Hillsborough County (FL) Schools practice elements. http://communication.sdhc.k12.fl.us/EETHome/Rubrics/MediaRubricfinal_8_2012.pdf 12
Ev Eval alua uatio tions ns Us Use e Mu Mult ltip iple le Me Meas asur ures es • Student Growth Objectives (SGOs) are not required for Library/Media Specialists • The Department encourages those districts that have capacity to begin to work with their library media specialists on setting growth objectives. Student Practice Achievement Student Teacher Growth Summative Practice Objective Rating (SGO) Based on Overall evaluation classroom score Set by teacher observations and principal Optional TEACHERS 13
St Stude dent nt Gro rowt wth Obj bjectiv ives (SGOs) • SGOs: Annual, specific, and measureable academic goals for groups of students that are locally developed and assessed • SGOs are not required for school librarians • Creating an SGO: ― Collaborative process between teacher and immediate supervisor ― Principal has final decision • SGOs can be based on: ― Appropriate national, state or LEA-developed assessments ― Rubric-measured portfolios or performance assessments ― Other important outcomes for a school librarian Summativ Practice SGO e TEACHERS: 14 SG0
Basi Ba sic St Step eps s for r Cre reat ating ing an SG an SGO 1. Choose or develop a quality assessment 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 strategies accordingly. 5. Review results and discuss score with supervisor. Summativ Practice SGO e TEACHERS: 15 SG0
Sa Samp mple le SG SGO: O: 9 th th Gra rade 9 th Grade Research Project (In collaboration w/ Health) Student Growth Objective At the end of the semester, at least 70% or more of the students will create an annotated bibliography that scores in proficient range (8 or higher on the project rubric). Scoring Plan Objective Attainment Level Based on Percent and Number of Students Achieving Target Score Target Exceptional (4) Full (3) Partial (2) Insufficient (1) Score 80% will >85% students >70% students >55% students <55% students score an will score an 8 will score an 8 will score an 8 will score an 8 8 on on rubric on rubric on rubric on rubric rubric 16
Recommend
More recommend
