Educator Effectiveness: : A New Jersey Perspective Dr. Michael Kuchar, Superintendent of Bergenfield Public Schools Dr. Frank Auriemma, Project Director of Bergenfield EE4NJ
Excellent Educators for New Jersey (EE4NJ) Bergenfield Public School District
Our focus must not be on the one or two underperforming teachers, rather the wide range of mediocrity- not due to laziness or lack of effort on part of teacher, but rather a lack of support, direction, and technical skill.
About the EE4NJ Pilot Program NJ is the 27 th State to take on the teacher evaluation reform initiative.
NJ J Teacher er Effec ectiv tivene eness ss Evalu luat ation ion Sy System em Teacher Evaluation 100% Student Achievement Teacher Practice (outputs of learning) (inputs associated with learning) 50% of total evaluation 50% of total evaluation Measures of Student Achievement Measures of Teacher Practice include : include: • Use of a state-approved teacher practice • Student achievement on state- approved assessments or performance- evaluation framework and measurement based evaluations, representing 35%- tools to collect and review evidence of 45% of the evaluation; and teacher practice, including classroom observation as a major component, • State-approved school-wide representing 25%-47.5%; and performance measure, representing 5% • At least one additional tool to assess of the evaluation. teacher practice, representing 2.5%-25%. • Districts have the option of also including additional performance measures .
50% Teacher Practice • Use of a state-approved teacher practice evaluation framework and measurement tools to collect and review evidence of teacher practice, including: – Classroom observation as a major component. – At least one additional tool to assess teacher practice. • Bergenfield chose the Charlotte Danielson Framework for Teaching, while the District Evaluation Pilot Advisory Committee is working with NJDOE to select the additional tool.
Framework for Teaching Domain 2: The Classroom Environment Domain 1: Planning and Preparation • Demonstrating Knowledge of Content • Creating an Environment of Respect and Rapport and Pedagogy • Demonstrating Knowledge of Students • Establishing a Culture for Learning • Setting Instructional Outcomes • Managing Classroom Procedures • Demonstrating Knowledge of Resources • Managing Student Behavior • Designing Coherent Instruction • Organizing Physical Space • Designing Student Assessments Domain 4: Professional Responsibilities Domain 3: Instruction • Reflecting on Teaching • Communicating with Students • Maintaining Accurate Records • Using Questioning and Discussion • Communicating with Families Techniques • Participating in a Professional • Engaging Students in Learning Community • Using Assessment in Instruction • Growing and Developing Professionally • Demonstrating Flexibility and • Showing Professionalism Responsiveness The Framework for Teaching Charlotte Danielson
“Value Added Solution” Danielson lays out a four step training program to ensure all instructional leaders are prepared to utilize the model Step #1: Participants familiarize themselves with the structure of the framework for teaching; Step #2: Participants learn how to recognize the sources of evidence for each component and element; Step #3: Participants learn how to interpret the evidence against the rubrics for each component’s levels of performance; Step #4: Participants learn how to calibrate their judgments against those of their colleagues.
Training Evaluators and Teachers • The district has implemented a rigorous training and certification process in which evaluators will participate in face to face training, and online learning using master-scored videos. – Evaluators will be expected to pass a performance-based assessment before being certified by the district as ready to evaluate teachers. – By ensuring a high bar for observer mastery, the district will build in fairness to teachers, who deserve to be evaluated by trained, highly skilled evaluators. • This plan engages teachers, as well, through the use of face-to-face professional development and online training resources. • This combination of services and tools for training and certifying raters, as well as training and resources for teachers, delivered by the Danielson Group and Teachscape will enhance what the district has already begun.
Administrator-Teacher Discourse Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation. Talk About Teaching! Charlotte Danielson 2009, Corwin Press
Trained all Administrators on: Evaluator Bias Collecting Evidence of Learning Value Added Observation Shift Paradigm from expert to colleague ( Will know in June how effective we were based on inter-rater reliability study with pre and post 5D assessments)
Rater Reliability Data1 13
Rater Reliability Data2 14
50% Student Achievement • Measures of student achievement include: – Student growth on state-approved assessments or performance-based evaluations. – State-approved school-wide performance measure. – Districts have the option of also including additional performance measures. • Bergenfield uses aggregated growth of students that include SAT, ACT, AP, N.W.E.A, and Renaissance Learning Assessments.
Evaluation Data Collection and Management • Data has never used more heavily in the history of Bergenfield Public School District. – Data is linked to teachers, allowing principals and department chairs to review the scores of different classrooms not once a year with summative data, rather utilizing a formative assessment a minimum of four times a year. This insures that all our students needs are being met on a continuous growth model. We therefore are not teaching to a test, rather we are skill building each child at multiple levels of rigor. • The District is focused on Student Growth vs Proficiency
Formative Assessments • Elementary Benchmark Assessments • NWEA Measures of Academic Progress (MAP) Assessments in Math & Reading • Renaissance Learning
• State-aligned computerized adaptive assessments that provide accurate, useful information about student achievement and growth • Tailored reports give educators information to guide decisions • NWEA/RenLearn classroom resources help teachers directly apply asssessment results to instructional planning
NWEA • BPSD has continuously used Northwestern Evaluation Association (NWEA) assessments. – Students take online intuitive interactive tests to produce a RIT score. – The RIT Scale is a curriculum scale that uses individual item difficulty values to estimate student achievement. • NWEA has allowed the district to assess students 3 times per year in grades, 3, 4, and 5 in reading and math. – Offers flexibility and enables teachers to intervene in the middle of the school year. – Scores allow teachers to tailor lessons to students who are grouped by identified need.
Renaissance Learning • For 2011-2012, the district decided to gather even more data, as the district will be expanding use of Renaissance Learning products to assess reading, math and early literacy. Grades 1-11 will all have formative assessments by either NWEA or Ren Learn. • These brief assessments have been proven to be extremely accurate and will provide even more flexibility within the classroom.
Bergenfield’s Outcomes Based on evidence our teacher observations/evaluations have become a treasure hunt as we utilize student assessment data to help teacher efficacy.
Utilize our own Human Capital to help each other • One 5 th grade teacher had 90% of her students Advanced Proficient in Math for 3 years in a row when district average was 20% • Best practices are identified and shared within building and within district through a Best Practice Wiki • Identify students by individual skill versus wide range of support • Give parents access to Ren Learn and NWEA for skill support • Involve all staff in process. It is not the programs that are effective, it is the people who use the programs. Expansive Leadership. Utilize the experts in you buildings- the teachers. • Administrators must be honest and committed to continuous growth of the teacher. If everything is always great, are we not really just infantilizing the teacher? We all can and must keep growing.
Student Achievement Improves! • Advanced Placement participation and performance soars! • High School dropouts reduce from 63 in 2005 to only 1 in 2011. This year we hit our target on ZERO students! • Acceptance rate at college is over 97%! • In 2010, Bergenfield HS is ranked the #1 most improved high school in the state of NJ! 23
Total AP Courses 17 17 15 13 12 11 11 10 10 9 8 8 7 6 5 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
% of Total AP Students with Score 3+ 75 71.2 70 68.2 65 59.4 60 55 52.9 52.3 50 45 41.2 40 38.2 35 2005 2006 2007 2008 2009 2010 2011
High School Dropouts
4 Year College Attendance Rate 190 183 170 160 149 150 140 130 110 90 70 55 50 2007 2008 2009 2010 2011
4 Year College Attendance Rate 190 183 170 160 149 150 140 130 110 90 70 55 50 2007 2008 2009 2010 2011
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