Ac Achie ieveNJ eNJ: : Inc ncre reasing asing St Student ent Ac Achie ieveme ement nt through ugh Ed Educ ucat ator or Ef Effect ectiv iveness eness Updated August 2015
Age genda nda Setting the Context AchieveNJ Evaluation System Teach: h: Overview of Teacher Evaluation Lead: : Overview of Principal Evaluation Grow: w: Looking Ahead 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. Set etti ting the Context xt 3
Our r Go Goal al: : Im Improved ed St Student dent Achie ieveme ement nt New Jersey y Core Curricul ulum m Conten ent t Standar ards ds Effecti ective Studen ent t Teachi ching ng Ac Achie ievemen ement Instr structional uctional Leadersh ship ip State e and Local Assess ssmen ments ts Set etti ting the Context xt 4 4
Ef Effecti ctive e Teac acher hers s Mak ake e a S a Sig ignif ificant icant Dif ifference erence The difference ence betwee etween an effective and ineffect ctiv ive teacher can nt in one year. 1 approach ach 11 months s of learning ing for a student +5 +4.8 months months +2.9 months +1.4 months Average Teacher -1.4 months -2.7 -3.2 months months State e ELA Test State e Math Test Balan lanced ced Asses essmen ment of -5.8 ics 2 Mathema ematics months Top 25% of Teachers Bottom 25% of Teachers SAT9/ 9/Open Open-End nded ed ing 3 Reading 1. For more information see: Bill & Melinda Gates Foundation, Met Project 2. A Harvard Graduate School of Education math assessment series. Click here for more information. 3. The Stanford Achievement Test Series. Click here for more information. Set etti ting the Context xt 5 5
Effecti ctive e Le Lead ader ers s Mak ake e a a Sig ignif ifican icant t Dif ifference erence “ Highly ly effectiv ective e leader ers s raise the achieveme ement nt of a typical l stud uden ent t in their ir schools by 2 to 7 months of learning in a single year.”* Cotton, 2003; Marzano, Principals of high-achieving schools have a clear vision and Waters, & McNulty, Vision communicate to all that learning is the most important mission. 2005; Zmuda, Kuklis, & Kline, 2004 There is a positive relationship between school climate and Barth, 2002; Hallinger, Culture Bickman, & Davis, leadership, which affects overall school effectiveness. 1996; Marzano, Waters, & McNulty, 2005; Villani, 1997 Professional Blasé & Blasé, 2001; Effective administrators provide the time, resources, and Cotton, 2003; Drago- Development structure for meaningful professional development. Severson, 2004; Fullan, Bertani, & Quinn, 2004 Teacher Principals who help in problem solving and provide actionable Blasé & Blasé, 2001; Charlotte Advocates for feedback are more likely to empower and retain teachers. Retention Education, 2004 *Branch, Hunushek, and Rivkin, 2013. Set etti ting the Context xt 6
In Increas creasing ing St Student udent Achie ievement ment: : An Ali lign gned ed Approac oach ACADEMI DEMIC STANDARDS ARDS Effective Teaching Studen ent t PARCC CC With fewer, Instructional cleare arer and Achie Ac ievemen ement ACHIEVE E NJ Leadership more rigorous s standa ndards ds … aligne ned d assessm essmen ents ts providing timely, accurate data… and an evalua uati tion on system em that emp mpha hasizes sizes feedb dback ack and suppo port … we imp mpact ct to increase se student nt teach chers ers and leaders achieveme ement nt. Set etti ting the Context xt 7
Implem Im lementati entation on Tim imeli line: ne: Aca cademic demic St Stan andards dards, , St Stat ate e Ass ssessme ssment nts, s, an and St Stude dent nt Gro Growth Dat ata 12-13 13-14 14-15 11-12 10-11 15-16 All curriculum CCSS NJ ASK aligned to CCSS Standards curriculum completely review; use of aligned to CCSS alignment current NJ ASK aligned CCSS continues (K- to CCSS in ELA standards until Full PARCC PARCC piloted curriculum 12 ELA, (3-8) and Math further Implementation in classrooms announcement (3-5) additional alignment across 1,276 math) begins (K-2 2013-14 mSGP schools 2011-12 PARCC Year 2 data released math) median Student 2012-13 Growth CCSS aligned 2014-15 mSGP mSGPs Percentiles questions data released released to all (mSGPs) piloted in NJ districts as released to ASK practice pilot districts exercise Set etti ting the Context xt 8
Age genda nda Setting the Context AchieveN eNJ Evaluation uation Syst stem em Teach: h: Overview of Teacher Evaluation Lead: : Overview of Principal Evaluation Grow: w: Looking Ahead 9 9
Es Essen sentia tial l El Eleme ments nts of of Achie ieveNJ eNJ • Required training on the evaluation system • Targeted feedback to drive professional development • School Improvement Panel ensures evaluation procedures are in Suppor ort place and followed, leads mentoring for new teachers, and identifies professional development opportunities • Corrective Action Plans for Ineffective/Partially Effective rating • Four levels of summative ratings • Educator practice instruments used for multiple observations Evalua uati tion on Multiple objective measures of student learning for teachers, • principals, VPs/APs • Teachers earn tenure after 4 years based on effectiveness Tenure re Effective ratings required to maintain tenure • • Dismissal decisions decided by arbitrators Intr troductio duction n to Ac AchieveNJ NJ 10 10
Achie ieveNJ eNJ: : A Car areful eful, , Deli liberat berate e Pat ath State e Advis isor ory All l distric icts launch h Inp nput ut and TEACHNJ CHNJ Act Commit ittee, ee, Pilot ot 1 improved ed conti tinu nuous ous passed launche hed eva valuat luations ions improvem emen ent State e Advis isor ory Commit ittee ee and $38 million ion Educat ator or external al Rutgers Race to to the Top Effect ectiv iven enes ess Task reports issued award for NJ Forc rce e formed 2010 20 2011 20 2012 20 2013 2014 2015 Task Forc rce e releases es Pilot 2 launched hed recom ommen endat dations ions 1st round of 2nd round of Interim rim implemen enta tati tion on eva valuat luation ion eva valuat luation ion report releas ased; ed; 3 rd rd round regula ulati tions ons regula ulati tions ons of eva valuat ation ion regulat ations ions propos osed ed propos osed ed propos osed ed Intr troductio duction n to Ac AchieveNJ NJ 11 11
2011 11-Pres Present ent: : Succe uccesse sses s an and Chal allenges lenges Successes Substantive shifts in conversations about effective instruction and instructional leadership Better, more frequent observations and feedback for teachers from administrators Increased alignment in instruction, assessments, professional development and PLCs Transformation of DOE practice from monitoring and compliance to support and accountability Challenges Simplifying and streamlining communication while maintaining depth to support implementation Providing guidance and support to myriad educator specializations and unique circumstances Timeline for availability of SGP data to districts Shifting administrator time given importance and demands of observations and feedback Intr troductio duction n to Ac AchieveNJ NJ 12
Age genda nda Setting the Context AchieveNJ Evaluation System Teach: h: Overview of Teacher Evaluation Lead: : Overview of Principal Evaluation Grow: w: Looking Ahead 13 13
Ev Eval alua uatio tions ns Us Use e Mu Mult ltip iple le Me Meas asur ures es* Practi ctice ce Student St udent Ac Achi hievem ement ent Stude udent nt Growth wth Stude udent nt Growth wth Teacher cher Sum umma mati tive e Objecti ective Percentil entile e Practice ice Rating ng (SGO) O) (SGP) Eligib gible le Teacher hers All l Teacher ers *The TEACHNJ Act requires evaluations to include multiple measures of student progress and multiple data sources. TEACH CHER ERS 14
Dis istricts tricts Choo oose se Their ir Own wn Prac actic ice e In Instr strumen ument Teacher her Practice ice Inst strum ument nts s Chose sen Other 5% Rhode Island Model 1% Marshall 7% Marzano 9% McREL 9% Stronge 11% Danielson (2007) 16% Danielson (2011/2013) 42% 0% 10% 20% 30% 40% 50% Other: r: Instruments that have been approved but are being used in fewer than 5 districts, including Practi tice SGO SGP Summat ativ ive approved “homegrown” models. TEACH CHER ERS: S: PRACTICE CE 15
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