AchieveNJ Advisory Committee (ANJAC)

1. AchieveNJ Advisory Committee(ANJAC) March 12, 2014 • Check out the re-launched website! AchieveNJ Website • Wireless connection at DOE Guest – doeit/wireless

2. ANJAC Norms • Treat all information shared as confidential • Listen hard and speak softly • Avoid confirmation bias • Focus on solutions

3. March Agenda • Senator Ruiz • Review and Updates • Policy Questions • Integrating Initiatives • District Bright Spots

4. Purpose of ANJAC (11.26.13) • ANJAC as the State’s DEAC • Collecting information • What is working? • What is not working? • Where are the gaps between the state’s expectations/guidelines/regulations and what is occurring in the field? • What does the research say? • Providing solutions and recommendations • Short term (immediate communications to districts) • Medium term (training, guidance, regulation)

5. February MeetingReview and Update

6. February Meeting • Identifying Bright Spots: Planning for a Strong Finish and a Stronger Start • SGOs: Compliance to Quality Part II • NJTAP • Feedback from sister districts, superintendent round table

7. Updates • Website is live! – be our eyes and ears • Evaluation leadership tool Data Collection for Evaluation Leadership Instrument • Calculator tool Calculate Your Rating • Evaluation of teachers on extended leave Guidance on Evaluating Educators with Extended Absences • Summative rating forms Optional mSGP Teacher Summary Conference Form Optional non-mSGP Teacher Summary Conference Form • Summary of Legal Requirements for Eval/Tenure Summary of Legal Requirements for Evaluation and Tenure Cases • Finishing Strong Finishing Strong

8. Finishing Strong Identify areas that you feel are crucial to plan for and implement well in the following months in relation to educator evaluation - observations, summary conferences, SGO assessments, etc.   Refer to the implementation schedule as needed. Report out with 1-2 suggestions from each team.

10. Policy Questions

11. #1 Pre-observation Conference • Current regulation: A pre-conference when required shall occur within seven teaching staff member working days prior to the observation, not including the day of the observation. • Policy Question: Assuming notification occurs at least seven days before the observation, should a pre-conference be allowed at any time prior to the observation? Number of SGOs for mSGP Teachers #2 Two SGOs • Current Requirements: The superintendent determines whether teachers with mSGP scores will set one or two SGOs. Teachers who will not receive mSGP scores must set two SGOs. • Policy Question: Should all teachers, regardless of mSGP, set 2 SGOs? Links to facilitators documents Pre-conference question 2 SGO question

12. Integrating Common Core and Evaluation Tim Matheney

13. Objectives • ANJAC members will • Provide feedback on a district implementation model addressing the Common Core State Standards (CCSS) and evaluation. • Identify potential gaps in implementing evaluation and CCSS. • Apply a systems approach in initiating an action planning process.

14. Our goal: Improved student achievement New Jersey Core Curriculum Content Standards Effective Teaching Student Achievement Instructional Leadership State and Local Assessments 14

15. New Jersey’s “theory of action” for improving student achievement • we impact teachers and leaders Effective Teaching Student Achievement Instructional Leadership in ways that increase student achievement.

16. Common Core: Instructional shifts to rigorous and articulated content standards

17. Planning Creating unit plans, lesson plans, assessments Student learning Common Core Teaching Assessing Local and State Aligned District Curriculum

18. AchieveNJ Evaluation System Planning Student learning Assessing Common Core Teaching Aligned District Curriculum SGOs and mSGP Teacher Practice Instrument

19. Leading Planning Student learning Common Core Teaching Aligned District Curriculum Doing Assessing Each component should include targeted professional development. Evaluating

20. Leading Planning Student learning Common Core Teaching Aligned District Curriculum Doing Assessing Evaluating

21. For discussion • On your own: • On your handout, write in the roles (e.g., principal, teacher, curriculum director, etc.) responsible for leading, doing, and evaluating during each step in this process. • Circle the three roles that you believe need the greatest capacity-building support in order for them to fulfill their responsibilities. • In triads: • Discuss your thinking.

22. Leading Doing Evaluating Planning Student learning Common Core Teaching Aligned District Curriculum Assessing Feedback loop

23. For discussion • In triads: • Using this framework, what are some hypotheses school and district leaders might develop if a district’s achievement data goals are not met? • How might a district utilize this framework as part of an action planning process? • Share one “takeaway” or pose one question resulting from this presentation.

24. District Bright Spots Joanne Kerekes Linda Eno Mike Gorman Dan Hart

25. DEAC: from compliance to ….. Linda Eno, MCVSD Google presentation

26. DEAC in Context Teach NJ (the law) Achieve NJ (the regs) DEAC: District ScIP: Building

27. DEAC: Membership* Who Belongs on the DEAC? (defined by TEACH NJ): The committee must include: • the superintendent • a special education administrator • a parent • a member of the district board of education http://goo.gl/YDB1Ls • one or more central office administrators overseeing the teacher evaluation process • one or more administrators conducting evaluations • representatives of teachers from each school level in the district *this slide and the next extracted from the NJ DOE l

28. DEAC: Purpose The District Evaluation Advisory Committee, or DEAC, required by AchieveNJ through at least SY16-17, has great potential for supporting districts in effectively implementing AchieveNJ. This was clearly recognized by New Jersey's evaluation pilot districts and is widely documented in the Final Evaluation Pilot Advisory Committee (EPAC) Report. Recommendations and suggestions for effective DEACs are offered from pilot districts in thistwo-page excerpt from the full report. Some recommended functions of the DEAC include: • Coordinate efforts to plan and implement educator evaluation; • Maintain open lines of communication and provide a consistent message about evaluation throughout the district; • Provide an integrated vision connecting multiple initiatives that districts are implementing; and • Provide a coherent professional development plan for the district based on evaluation data. Oh, You Said Purpose?!! *this slide extracted from the NJ DOE

29. Best Practice

30. DEAC: Best Practices Continued • Ensure that someone owns the planning • Norm the behaviors • Set agendas in advance and circulate them • Post minutes in a timely fashion • Link it back to your ScIP • Do Your Homework • DEAC Guidance Excerpt from EPAC Report • Sample December/January Agenda • Plan for where Administrative Evaluation and PD will be addressed and who will own it

31. I just received the SGPs for my district:now what? Using data to inform district planning and decisions

32. In Pemberton we are awash in data: • Practice • Observations • 2012-2013 • Danielson, Domains 2 & 3 • Surveys • 2012-2013 • Challenge/Care • Control • Student growth • Median SGP • 2011-2012 • 2012-2013 • SGOs • 2012-2013 • MAP (% students meeting typical growth)

33. But….Mike is not a statistician • IIII (eye, eye, eye, eye)….your data • Inspect (for anomalies) • Interrogate (for trends) • Integrate (informed clinical assessment) • Identify (success, need for development)

34. The key is a graphical interface • In the charts that follow: • In charts with vertical lines…each line corresponds to a teacher • In lines with bubbles…each bubble corresponds to a teacher

35. Graphs provide a quick way to inspect for anomalies (view graph of mSGPs) • Graphs provide a quick way to ask simple questions (view graph of schools) • Graphs allow for integration of different kinds of information (view graph of SGPs over time)

36. Graphs for decisions and planning • Who is succeeding and can serve as mentors? • (view graph, Examples 10 and 11) • Who is struggling, and may need professional development assistance? • (view graph, example 1) • Who has been misjudged in the district? • (view graph, examples 5, 7) • Where does practice look good, but achievement fail to follow? • (view graph, examples 4 and 8) • How are the pre-tenure teachers faring? • (view graph, example 9)

37. Our data can guide planning • We can identify mentors • We can identify those who need help • The data can improve our understanding of what’s happening in our districts • Shared perceptions of some teachers can be reformed by data • The data can help us make tenure decisions • And to do all this, it’s helpful to have the data in a format that promotes exploration

38. Implications for ScIP • School level means can guide professional development • Needs of staff members, as discussed today, is a different lens

40. Reflection and Wrap-Up Reflection Discussion

41. Final Thoughts • Next meeting – Wednesday, April 9, 2014 (8:30-12:30)

42. Bonus Question If the Department was to offer videos to New Jersey’s schools regarding AchieveNJ, what would be the three most useful topics?

43. Simple Guide to Recent Resources Finishing Strong • Checklist of several important actions that that districts can take to help them successfully complete the 2013-14 year. Optional mSGP Teacher Summary Conference Form Optional non-mSGP Teacher Summary Conference Form • These optional annual summary conference forms contain sections to record evaluation component scores and an overall rating, as well as a list of suggested topics to guide the conversation.  Calculate Your Rating • This web tool lets teachers determine a summative rating based on potential practice and student growth scores.  Data Collection for Evaluation Leadership Instrument • Optional spreadsheet that principal evaluators can use to collect evidence and score one or more principals. Guidance on Evaluating Educators with Extended Absences • Guidance on the evaluation of teachers with extended leaves or absences during the 2013-14 school year. Summary of Legal Requirements for Evaluation and Tenure Cases • The document describes the legal requirements that must be followed for a teacher’s evaluation, the steps for filing an inefficiency charge, and the streamlined tenure revocation process