Teacher evaluation in NJ: 2013

1. Teacher evaluation in NJ:2013 REBUTTAL WRITING TRAINING PRESENTERS’ NAMES

2. OBSERVATIONS • Shall be used as one form of evidence for measurement of teacher performance • Will be included in the determination of the annual summative evaluation rating • Shall be conducted by an individual • employed in the school district in a supervisory role and capacity • possessing a school administrator certificate, principal certificate, or supervisor certificate.

3. OBSERVATION TYPES • “Long observation” • Minimum duration of 40 minutes or one class period, whichever is shorter • “Short observation” • At least 20 minutes

4. OBSERVATION TYPES • “Announced observation” • notified of the date and the class period that the observation will be conducted • “Unannounced observation” • not notified of the date or time that the observation will be conducted. • “Co-observation” • two or more supervisors observe simultaneously, or at alternate times, the same lesson or portion of a lesson for the purpose of training

5. TEACHER OBSERVATIONS VARY • Long:40 minutes, with post-conference • Short:20 minutes, with post-conference • Notes: • Corrective Action Plans: After the first year, teachers who receive an “Ineffective”or “Partially Effective” rating are required to have one additional observation. Multiple observers are required. • Announced vs. Unannounced: Within the minimum requirements, all teachers must have at least one unannounced and one announced observation. Practice SGO SGP Summative Teachers: Practice

6. PRE-OBSERVATION CONFERENCE Pre-conference shall occur within seven teaching days prior to the observation, not including the day of the observation. At least one observation shall be announced and preceded by a pre-conference. Proposed-N.J.A.C. 6A:10-4.4

7. WHEN THE OBSERVER ENTERS Show Evidence of Good Practice • Slow down • Capture teachable moments • Provide copies of handouts to Administration

8. WHEN THE OBSERVER ENTERS Show Evidence of Good Practice • Closure • Exit Tickets • Ask questions • On a scale of 1-5-using your fingers-rate todays lesson • As you leave today, I’ll be at the door. Please share with me one word or concept you learned today.

9. SELF REFLECTION NJEA Resource Guide on Evaluation for Teachers Page 5-10 Baseline Data Page 11-18 Observation Log WWW.NJEA.ORG Issues & Actions Evaluations

10. POST-OBSERVATION CONFERENCE • A meeting, either in-person or remotely between a supervisor and the teaching staff member to discuss the data collected in the observation • Be followed by both parties to such a conference signing the written evaluation report and each retaining a copy for his or her records • Allow the teaching staff member to submit his or her written objection(s) / (rebuttal) • within 10 teaching-staff-member working days • shall be attached to each party's copy

11. CRITICAL CONVERSATIONSBasic steps • Identify and clarify • Establish a mutual purpose • Establish respect • STATE your course • Share your facts: least controversial & most persuasive first • Tell your story • Ask for others facts and stories • Talk about what is fact and what is assumption • Encourage differing views • Actively listen

12. CRITICAL CONVERSATIONSPreparation • Make sure you and your supervisor have sufficient time to see the conversation through to the end. • Be realistic about what you can and cannot achieve. • Make sure the conversation is focused on facts and why the facts are important, not just opinion.

13. CRITICAL CONVERSATIONSPreparation • Practice your key sentence. • Understand you have a good chance to resolve an issue rather quickly with a conversation. • Take a deep breath.

14. CRITICAL CONVERSATIONSBuilding rapport • Be sincere. • Be present in the conversation. • Be confident, but not arrogant. • Be empathic. • Be honest.

15. WRITING A RESPONSE Your turn to give feedback! • Acknowledge positive findings • Acknowledge challenges revealed • Ask for support • Share data • Never submit your response without showing it to your Building Rep or Association Rep

16. WRITING A REBUTTAL • Analyze • Neutralize • Equalize neutralize equalize analyze

17. ANALYZE – Ask the right questions • What is the “tone” of the written report? • Is the report designed to lead to professional learning? • Is the report derogatory without being constructive? • Are there positive facts that have been omitted? • Is there a pattern? • What needs correction by rebuttal?

18. NEUTRALIZE all negative items • Provide evidence to support your disagreement • Give data to neutralize what has been criticized • Answer “labeled” items • Use language that is not emotionally charged

19. EQUALIZE the results • Stress preparation • Focus on objectives, procedures, attainment • Be clear • Connect performance to job description/model • Discuss, don’t reject, recommendations • Identify needed support for recommendations

20. MAKE YOUR REBUTTAL EFFECTIVE • Keep it short and simple • Seek advice • Utilize facts • Get specifics • Identify if assistance had been previously requested; response • Have an appropriately trained association representative read the response before giving it to the administrator

21. AT YOUR TABLES • Review Observation A & B with the attached Reflections • Discuss your thoughts with your table. • Does the reflection paint a big picture? • What changes should be made to improve it?

22. GROUP WORK • With a partner, pick an observation and write a reflection for it.

23. CORRECTIVE ACTION PLAN • Review corrective action plan with association representative • Make sure CAP expectations are achievable • Identify roles and responsibilities: • administration • teaching staff member • Review timelines

24. MID-YEAR EVALUATION • Required if have a Corrective Action Plan • Timing for the mid-year could vary depending if a teachers gets an SGP or not.

25. SUMMATIVE EVALUATION • Everyone gets an annual summative evaluation • Can now be the same as the final evaluation.